ERIC Number: EJ951216
Record Type: Journal
Publication Date: 2011
Abstractor: As Provided
Reference Count: 14
Measuring Teachers' Knowledge about Early Language and Literacy: Practical Implications and Considerations
Hindman, Annemarie H.; Wasik, Barbara A.
NHSA Dialog, v14 n4 p351-356 2011
This study examined 1 tool for evaluating Head Start teachers' knowledge about early language and literacy. Results indicated that teachers varied in their knowledge. Teachers with more knowledge had more education, as did teachers who received language and literacy professional development. Teachers with greater knowledge also demonstrated higher quality practices. Findings imply that teacher knowledge could be an important pathway through which education and training affect teacher practice.
Descriptors: Teacher Characteristics, Professional Development, Knowledge Level, Knowledge Base for Teaching, Pedagogical Content Knowledge, Emergent Literacy, Early Reading, Educational Practices, Teacher Competencies, Teacher Competency Testing, Skill Analysis, Teaching Skills, Preschool Evaluation, Preschool Teachers
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Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education; Preschool Education
Authoring Institution: N/A