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Associations between early care and education teacher characteristics and observed classroom processes

Description:
This study dives into an underexplored set of teacher characteristics that likely shape the ways teachers interact with children. Rather than focusing on more distal teacher characteristics like education and certification, this study hones in on a range of proximal features, such as the workplace supports teachers have available, their personal experiences and challenges, and their physical and mental well-being, to understand whether and how these characteristics relate to the classroom quality dimensions that research has identified as most important for children's early learning. We focus on teacher characteristics that are theoretically or empirically linked to classroom processes and that are amenable to policy or program intervention. (author abstract)
Resource Type:
Reports & Papers
Publisher(s):
Country:
United States
State(s):
Oklahoma

Related resources include summaries, versions, measures (instruments), or other resources in which the current document plays a part. Research products funded by the Office of Planning, Research, and Evaluation are related to their project records.

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Associations between early care and education teacher characteristics and observed classroom processes [Executive summary]

Executive Summary

Observed classroom quality profiles in state-funded pre-kindergarten programs and associations with teacher, program, and classroom characteristics

Reports & Papers

National Association of Early Childhood Teacher Educators (NAECTE) position statement on early childhood certification for teachers of children 8 years old and younger in public school settings

Other
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