Is Teacher Qualification Associated With the Quality of the Early Childhood Education and Care Environment? A Meta-Analytic Review

被引：90

作者：

Manning, Matthew ^{[1
]}

Wong, Gabriel T. W. ^{[2
]}

Fleming, Christopher M. ^{[3
,4
,5
]}

Garvis, Susanne ^{[6
]}

机构：

[1] Australian Natl Univ, Canberra, ACT, Australia

[2] Australian Natl Univ, ANU Ctr Social Res & Methods, Coll Arts & Social Sci, Beryl Rawson Bldg 2-28a, Canberra, ACT 0200, Australia

[3] Griffith Univ, Griffith Business Sch, Nathan, Qld, Australia

[4] Griffith Univ, Australian Rivers Inst, Nathan, Qld, Australia

[5] Griffith Univ, Griffith Climate Change Response Program, Nathan, Qld, Australia

[6] Gothenburg Univ, Dept Educ Commun & Learning, S-41120 Gothenburg, Sweden

来源：

REVIEW OF EDUCATIONAL RESEARCH | 2019年 / 89卷 / 03期

关键词：

teacher qualification; early child care learning environment; process quality; early childhood environment rating scales; infant; toddler environment rating scales; CHILDRENS ACADEMIC SKILLS; CLASSROOM QUALITY; PROFESSIONAL-DEVELOPMENT; ACHIEVEMENT; PROGRAMS; LANGUAGE; OUTCOMES; BELIEFS;

D O I：

10.3102/0034654319837540

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

Poor-quality early childhood education and care (ECEC) can be detrimental to the development of children, as it may lead to poor social, emotional, educational, health, economic, and behavioral outcomes. A lack of consensus, however, regarding the strength of the relationship between teacher qualification and the quality of the ECEC environment makes it difficult to identify strategies that could enhance developmental and educational outcomes. This meta-analytic review examines evidence on the correlation between teacher qualifications and the quality of ECEC environments. Results show that higher teacher qualifications are significantly correlated with higher quality ECEC environments. Specifically, the education level of teachers or caregivers is positively correlated to overall ECEC qualities, as well as subscale ratings including program structure, language, and reasoning.

引用

页码：370 / 415

页数：46

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