ERIC Number: EJ1422343
Record Type: Journal
Publication Date: 2024
Pages: 13
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0022-0671
EISSN: EISSN-1940-0675
Preschool Teachers' Beliefs about Children, Self-Efficacy, Classroom Quality and Children's Early Language
Journal of Educational Research, v117 n2 p74-86 2024
This study examined the extent to which classroom quality (emotional and instructional climate) moderates the associations between teachers' beliefs about children, self-efficacy, and children's early language gains (receptive and expressive vocabulary). The study employed multilevel modeling with 606 preschool teachers and 2,536 preschool children. Results revealed that teachers' beliefs about children were the only teacher construct that was significantly associated with both receptive and expressive vocabulary gains, after accounting for between-classroom effects. Classroom quality showed a positive trend toward significantly predicting residualized change in children's receptive and expressive vocabulary gains.
Descriptors: Preschool Teachers, Self Efficacy, Language Acquisition, Teacher Effectiveness, Vocabulary Development, Receptive Language, Expressive Language, Teacher Attitudes, Correlation, Prediction, Teacher Student Relationship, Classroom Environment, Intelligence Tests, Vocabulary, Verbal Ability
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education; Preschool Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Oral and Written Language Scales; Classroom Assessment Scoring System; Peabody Picture Vocabulary Test
Grant or Contract Numbers: N/A