Teachers' education, classroom quality, and young children's academic skills: results from seven studies of preschool programs.

Published

Journal Article

In an effort to provide high-quality preschool education, policymakers are increasingly requiring public preschool teachers to have at least a Bachelor's degree, preferably in early childhood education. Seven major studies of early care and education were used to predict classroom quality and children's academic outcomes from the educational attainment and major of teachers of 4-year-olds. The findings indicate largely null or contradictory associations, indicating that policies focused solely on increasing teachers' education will not suffice for improving classroom quality or maximizing children's academic gains. Instead, raising the effectiveness of early childhood education likely will require a broad range of professional development activities and supports targeted toward teachers' interactions with children.

Full Text

Cited Authors

  • Early, DM; Maxwell, KL; Burchinal, M; Alva, S; Bender, RH; Bryant, D; Cai, K; Clifford, RM; Ebanks, C; Griffin, JA; Henry, GT; Howes, C; Iriondo-Perez, J; Jeon, H-J; Mashburn, AJ; Peisner-Feinberg, E; Pianta, RC; Vandergrift, N; Zill, N

Published Date

  • March 2007

Published In

Volume / Issue

  • 78 / 2

Start / End Page

  • 558 - 580

PubMed ID

  • 17381790

Pubmed Central ID

  • 17381790

Electronic International Standard Serial Number (EISSN)

  • 1467-8624

International Standard Serial Number (ISSN)

  • 0009-3920

Digital Object Identifier (DOI)

  • 10.1111/j.1467-8624.2007.01014.x

Language

  • eng