Article ID | Journal | Published Year | Pages | File Type |
---|---|---|---|---|
374552 | Teaching and Teacher Education | 2010 | 10 Pages |
Abstract
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.
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Authors
Ying Guo, Shayne B. Piasta, Laura M. Justice, Joan N. Kaderavek,