ERIC Number: EJ886410
Record Type: Journal
Publication Date: 2010
Reference Count: 29
Identifying Quality in Preschool Education: Progress and Challenge
Hughes, Jan N.
School Psychology Review, v39 n1 p48-53 2010
In this article, the author comments on Dominguez, Vitiello, Maier, and Greenfield's (2010) article on identifying quality in preschool education. Dominguez et al. have conducted a methodologically sophisticated study describing the growth of learning behavior among Head Start children. By doing so, they contribute to a growing body of evidence that holds promise for realizing the potential of preschool education to prepare all children for a successful school entry. The authors said that the identification of specific classroom transactions or processes that predict the growth in skills that enable children to make a successful transition to kindergarten and first grade is critical to realizing the promise of preschool education. They believe that the Dominguez et al. study is representative of a new generation of research that seeks to define classroom quality in terms of teacher-student interactions rather than structural aspects of classrooms such as teacher-student ratios or teacher degrees or certification.
Descriptors: Preschool Education, Educational Quality, Instructional Effectiveness, Teacher Student Relationship, School Readiness, Learning Readiness, School Psychologists, Predictor Variables, Academic Achievement, Kindergarten, Grade 1
National Association of School Psychologists. 4340 East West Highway Suite 402, Bethesda, MD 20814. Tel: 301-657-0270; Fax: 301-657-0275; e-mail: firstname.lastname@example.org; Web site: http://www.nasponline.org/publications/
Publication Type: Journal Articles; Opinion Papers
Education Level: Grade 1; Kindergarten; Preschool Education
Authoring Institution: N/A