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ERIC Number: ED423988
Record Type: Non-Journal
Publication Date: 1998-Jul
Pages: 18
Abstractor: N/A
Reference Count: N/A
Structural Model of Head Start Classroom Quality.
Abbott-Shim, Martha; Lambert, Richard; McCarty, Frances
Previous research has not statistically analyzed the teacher and classroom structural characteristics related to the quality of Head Start. This study developed, tested, and validated a model to identify the characteristics and beliefs of Head Start teachers and teacher aides and the classroom structural dimensions associated with Head Start classroom quality. One hundred ninety classrooms across three Head Start programs were observed and surveyed once each year for two years. The quality of classroom teaching practices and procedures was assessed by means of the Assessment Profile for Early Childhood Programs: Research Version, review of classroom documents, and 15-minute interviews with teachers. The teachers and teacher aides also completed the Teacher Beliefs Scale, the Instructional Activities Scale and the Family Involvement Survey. Findings indicated that formal educational level had direct effects only on teacher beliefs and attitudes toward families, and an indirect effect on classroom quality through inappropriate beliefs and inappropriate instructional activities. Findings suggest future research needs. (Includes three tables and three figures to support the study findings. Contains 17 references.) (JS)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Administration for Children, Youth, and Families (DHHS), Washington, DC. Head Start Bureau.
Authoring Institution: N/A