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ERIC Number: EJ799403
Record Type: Journal
Publication Date: 2008-May
Pages: 26
Abstractor: As Provided
ISSN: ISSN-1040-9289
Formal Education, Credential, or Both: Early Childhood Program Classroom Practices
Vu, Jennifer A.; Jeon, Hyun-Joo; Howes, Carollee
Early Education and Development, v19 n3 p479-504 May 2008
Research Findings: This study is intended to widen the debate around the bachelor's degree (BA) as preparation for early childhood teaching when head teachers possess various levels of credentials and education. We examined classroom quality and teacher involvement in 231 classrooms sponsored by 122 different agencies, staffed and supervised by teachers and program directors who had varying levels of credentials within the California Child Development Permit. We found that not only teachers' education and credential level but also the credential level of the program director as well as auspice predicted classroom quality. In private, nonprofit programs as well as Head Start/general child care programs, teacher BAs did predict classroom quality, but when classrooms were sponsored by school districts and the state, preschool program teacher BAs were not as predictive of classroom quality. Practice or Policy: These findings point to the importance of considering not only teachers' education but also the effects of supervision and auspice when examining the influences of variations in professional development on classroom quality. (Contains 6 tables and 1 footnote.)
Lawrence Erlbaum. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Preschool Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
IES Funded: Yes
Grant or Contract Numbers: R305A060021