NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ1194180
Record Type: Journal
Publication Date: 2018
Pages: 13
Abstractor: As Provided
Reference Count: 53
ISBN: N/A
ISSN: EISSN-2332-8584
Classroom Age Composition and Preschoolers' School Readiness: The Implications of Classroom Quality and Teacher Qualifications
Purtell, Kelly M.; Ansari, Arya
AERA Open, v4 n1 Jan-Mar 2018
Recent research has shown that the age composition of preschool classrooms influences children's early learning. Building on prior research, this study examines whether the association between classroom age composition and children's learning and development vary based on classroom quality and teacher characteristics using a subset of the Family and Child Experiences Survey (FACES), a nationally representative sample of 3- and 4-year-old children attending Head Start (n = 2,829). Results revealed that the association between age composition and children's academic skills was dependent on classroom quality and that classroom quality was less predictive of children's skills in mixed-age classrooms. Teacher education but not experience also moderated the influence of age composition such that mixed-age classrooms taught by a teacher with higher education were not associated with decreased literacy gains among older children.
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Publication Type: Journal Articles; Reports - Research
Education Level: Preschool Education
Audience: N/A
Language: English
Sponsor: National Science Foundation (NSF); Institute of Education Sciences (ED)
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Head Start Family and Child Experiences Survey
IES Funded: Yes
Grant or Contract Numbers: DRL0941014; R305B130013