Relations among preschool teachers' self-efficacy, classroom quality, and children's language and literacy gains

被引：172
|
作者：
Ying Guo [1 ]
Piasta, Shayne B. [1 ]
Justice, Laura M. [1 ]
Kaderavek, Joan N. [2 ]
机构：
[1] Ohio State Univ, Columbus, OH 43210 USA
[2] Univ Toledo, Toledo, OH 43606 USA
来源：
TEACHING AND TEACHER EDUCATION | 2010年 / 26卷 / 04期
关键词：
Teacher self-efficacy; Classroom quality; Literacy and language development; EDUCATION; SENSE; INSTRUCTION; BELIEFS; FAMILY; IMPACT;
D O I：
10.1016/j.tate.2009.11.005
中图分类号：
G40 [教育学];
学科分类号：
040101 ; 120403 ;
摘要：
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. Published by Elsevier Ltd.
引用
收藏
页码：1094 / 1103
页数：10
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