Features of pre-kindergarten programs, classrooms, and teachers: Do they predict observed classroom quality and child-teacher interaction?

Description:

An observational study of the extent to which features of programs, classrooms, and teachers contribute to quality and teacher-child interactions in a sample of 238 classrooms in 6 state-funded pre-kindergarten programs

Resource Type:

Reports & Papers

Author(s):

Pianta Robert C.; Howes Carollee; Burchinal Margaret; Bryant Donna M.; Clifford Richard M.; Early Diane Marie; Barbarin Oscar

Publisher(s):

Lawrence Erlbaum Associates

Data Collector(s):

National Center for Early Development & Learning (U.S.)

Funder(s):

Institute of Education Sciences (U.S.)

Country:

United States

Date Issued:

2005

Journal Title:

Applied Developmental Science

Volume Number:

Issue Number:

Page Range:

144-159

Topics:

6. Programs, Interventions & Curricula > 6.1. Programs > 6.1.4. Preschool

11. Child Care & Early Education Quality > 11.1. Process Quality

ISSN:

1088-8691

Paper

1532-480X

Online

Peer Reviewed:

Yes

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