کد مقاله | کد نشریه | سال انتشار | مقاله انگلیسی | نسخه تمام متن |
---|---|---|---|---|
374552 | 622499 | 2010 | 10 صفحه PDF | دانلود رایگان |
عنوان انگلیسی مقاله ISI
Relations among preschool teachers' self-efficacy, classroom quality, and children's language and literacy gains
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موضوعات مرتبط
علوم انسانی و اجتماعی
علوم اجتماعی
آموزش
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چکیده انگلیسی
This study examined the relations among preschool teachers' self-efficacy (n = 67), classroom quality (instructional and emotional support), and children's (n = 328) gains in print awareness and vocabulary knowledge over an academic year in the US. Results indicated that teachers' self-efficacy and classroom quality served as significant and positive predictors of children's gains in print awareness but not vocabulary knowledge. However, results also showed a significant interaction among teachers' self-efficacy, classroom quality, and vocabulary gains: for children of teachers with higher levels of self-efficacy, higher levels of classroom quality (emotional support) were associated with higher vocabulary gains.
ناشر
Database: Elsevier - ScienceDirect (ساینس دایرکت)
Journal: Teaching and Teacher Education - Volume 26, Issue 4, May 2010, Pages 1094–1103
Journal: Teaching and Teacher Education - Volume 26, Issue 4, May 2010, Pages 1094–1103
نویسندگان
Ying Guo, Shayne B. Piasta, Laura M. Justice, Joan N. Kaderavek,