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Stoiber, Karen C.; Gettinger, Maribeth; Bella, Zachary A.; Monahan, K. Leigh – Journal of Educational and Psychological Consultation, 2022
This study evaluates a consultation coaching model aimed to improve positive-learning environment practices and teachers' instructional style and affect in early childhood (EC) classrooms. Teachers in 15 EC classrooms participated as consultees. The consultative coaches received training that included learning (a) specific content based on…
Descriptors: Early Childhood Teachers, Coaching (Performance), Educational Environment, Teaching Styles
Christine Fisher Vail – ProQuest LLC, 2024
Usage-based theories of language development underscore the importance of children using language to learn language. Few investigations have applied usage-based theories to dual language learners (DLLs), who comprise a growing share of children attending early education programs in the U.S. Three studies were carried out to investigate the role of…
Descriptors: Oral Language, Language Usage, Spanish, English (Second Language)
Whitaker, Anamarie A.; Dahlin, Melissa – Early Education and Development, 2023
Two-generation programs are designed to provide services to children and their parents, yet the extent to which parents use family well-being and self-sufficiency services is not widely known. We used data from the Head Start Impact Study to examine the effect of early care and education on parents' use of family services. Demographic…
Descriptors: Social Services, Federal Programs, Low Income Students, Family Involvement
Kelty, Noel E.; Wakabayashi, Tomoko – Early Education and Development, 2022
Research Findings: In recent years, several initiatives have been put into place both federally and state-wide to expand access to high-quality early education programs. At the center of these efforts are the tools that measure program or classroom quality. The present study compares the psychometrics of two such tools used in Michigan, the…
Descriptors: Educational Quality, Preschool Education, Social Services, Low Income Students
Cara L. Kelly – ProQuest LLC, 2024
Quality in early care and education (ECE) has been widely studied across several decades. There is not one standard definition of quality across ECE contexts. However, classroom quality often encompasses both structural features of quality, such as teacher-child ratios and teachers' qualifications, and process features of quality, such as…
Descriptors: Federal Programs, Low Income Students, Social Services, Teacher Attitudes
Xiangyu Zhao; Lieny Jeon – Early Education and Development, 2024
"Research Findings:" Teachers in early care and education (ECE) face tremendous challenges, which can lead to poor well-being, low job satisfaction, and high turnover rates. Thus, it is essential to understand the factors related to job satisfaction as well as the well-being resources that teachers need. The study used multilevel…
Descriptors: Early Childhood Teachers, Job Satisfaction, Work Environment, Well Being
Granger, Kristen L.; Hanish, Laura D.; Abry, Tashia; DeLay, Dawn; Bradley, Robert H. – Early Education and Development, 2023
Research Findings: We examined whether Head Start teachers' depressive symptoms are associated with their engagement in high-quality conversations with children, and we considered the extent to which this association is consistent across classroom contexts and activities. Observations of Head Start teachers' conversations with children were…
Descriptors: Depression (Psychology), Teacher Characteristics, Early Childhood Teachers, Young Children
Emily R. Wiegand; Robert M. Goerge; Victor Porcelli; Cynthia Miller – Administration for Children & Families, 2024
High-quality, stable child care and early education (CCEE) can have lasting, positive impacts on children. However, the challenges of recruiting, strengthening, and retaining the CCEE workforce are well documented. CCEE educators typically have low levels of formal education and compensation; limited opportunities for education, training, and…
Descriptors: Early Childhood Education, Child Care, Labor Force Development, Early Childhood Teachers
Elise Chor – AERA Open, 2024
This study uses experimental and nationally representative Head Start Impact Study data to document the high incidence of multidomain household instability experienced by children eligible for the federal two-generation Head Start early childhood education program for low-income households. The study finds that household instability experienced…
Descriptors: Low Income Students, Social Services, Federal Programs, Preschool Education
Office of Head Start, US Department of Health and Human Services, 2021
The Head Start Act mandates that each Head Start recipient receive a monitoring review at least once every 3 years; each newly designated recipient be reviewed after the completion of its first year (and then at least once every 3 years thereafter); and all recipients that "fail to meet the standards" receive Follow-up reviews. Reviewers…
Descriptors: Program Evaluation, Federal Programs, Disadvantaged Youth, Early Childhood Education
Paschall, Katherine W.; Barnett, Melissa A.; Mastergeorge, Ann M.; Li, Xiaomin; Vasquez, Maria Belinda – Early Education and Development, 2023
Research Findings: Preschool teachers' relationships with children are a critical component of classroom quality. We draw from a sample of N = 2,114 children attending Head Start to examine child-centered profiles of experiences across two dimensions of classroom interaction quality that are often considered separately: individual teacher-child…
Descriptors: Teacher Student Relationship, Teacher Effectiveness, Federal Programs, Low Income Students
Clayback, Kelsey A.; Williford, Amanda P. – Early Education and Development, 2022
Research Findings: Better understanding the correlates of teacher stress is critical to develop effective, targeted prevention and intervention efforts to decrease early childhood educator stress and ultimately improve outcomes for educators and young children. Previous studies of early childhood educator stress have mostly focused on teacher…
Descriptors: Stress Variables, Predictor Variables, Preschool Teachers, Teaching Conditions
Brittany Alexander – ProQuest LLC, 2022
Quality in early childhood education (ECE) is central to equitable child development and preparation for formal schooling and has been widely studied by researchers and of interest to policy makers. As the federal pre-k program, Head Start is a key ECE context to understand quality and its implications for equity. One central measure of classroom…
Descriptors: Equal Education, Low Income Students, Federal Programs, Social Services
Wiltshire, Cynthia A. – Early Childhood Education Journal, 2023
Detrimental circumstances (e.g., poverty, homelessness) may affect parents, parenting, and children. These circumstances may lead to children being labeled "at risk" for school failure. To ameliorate this risk, more school and school earlier (e.g., Head Start) is offered. To improve child outcomes, Head Start teachers are expected to…
Descriptors: At Risk Students, Early Intervention, School Readiness, Stress Variables
Office of Head Start, US Department of Health and Human Services, 2020
The Head Start Act mandates that each Head Start grantee receive a monitoring review at least once every 3 years; each newly designated grantee be reviewed after the completion of its first year (and then at least once every 3 years thereafter); and all grantees that "fail to meet the standards" receive Follow-up reviews. Reviewers…
Descriptors: Program Evaluation, Federal Programs, Disadvantaged Youth, Early Childhood Education
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