Skip to main content

Advertisement

SpringerLink
Log in

Head Start Classrooms and Children’s School Readiness Benefit from Teachers’ Qualifications and Ongoing Training

  • Original Paper
  • Published:
Child & Youth Care Forum Aims and scope Submit manuscript

Abstract

Background

Teacher qualifications have been emphasized as a basis of professional development to improve classroom practices for at-risk children’s school readiness. However, teacher qualifications have often not been compared to another form of professional development, in-service training.

Objective

The current study attempts to investigate contributions of multiple types of professional development to school readiness skills of low-income preschoolers. Specifically, we examined the significance of teachers’ education level, degree, teaching certificate, teaching experiences as well as specialized in-service training and coaching support as these teacher trainings are linked to preschoolers’ school readiness through proximal classroom practices.

Method

We used a multi-level path analysis to examine multiple pathways from teachers’ professional development to classroom environments and school readiness with Head Start Family and Child Experiences Survey 2003 (N = 2,159).

Results

Teachers with an early childhood education major provided higher-quality provision for learning and social-emotional practices in the classroom; teachers who received coaching provided higher-quality social-emotional and parent involvement practices. Further, children in higher-quality social-emotional classrooms had better math skills, social skills and learning behaviors; children in the classrooms with higher-quality parent involvement practices had higher receptive vocabulary and parent-reported social skills and positive approaches to learning.

Conclusions

Along with early childhood education degree, ongoing coaching support would work effectively, improving classroom environments and a broad array of school readiness skills of at-risk children.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Fig. 1

Similar content being viewed by others

Notes

  1. Standardized path coefficients reported here calculated with the StdYX option in the Mplus, which uses the variances of the continuous latent variables as well as the variances of the background and outcome variables for standardization. This is similar to the one used in the linear regression of y on x, bStdYX = b*SD(x)/SD(y), but in the context of multiple-level path modeling using FIML. For convenience of reporting, we used bStdYX here as a notation for standardized path coefficients.

References

  • Achenbach, T. M., Edelbrock, C., & Howell, C. T. (1987). Empirically based assessment of the behavioral/emotional problems of 2- and 3-year-old children. Journal of Abnormal Child Psychology, 15, 629–650. doi:10.1007/BF00917246.

    PubMed  Google Scholar 

  • Ackerman, D. J. (2004). States’ efforts in improving the qualifications of early care and education teachers. Educational Policy, 18, 311–337. doi:10.1177/0895904803262145.

    Google Scholar 

  • Administration for Children and Families. (2007). Head Start Act, 42 USC 9801.

  • Administration for Children and Families. (2008a). Statutory degree and credentialing requirements for head start teaching staff. ACF-IM-HS-08-12. U.S. Department of Health and Human Services, Office of Head Start.

  • Administration for Children and Families. (2008b). Head Start FACES 2003 data user’s guide. Washington, D.C.: U.S. Administration for Children and Families, Office of Planning, Research and Evaluation.

    Google Scholar 

  • Administration for Children and Families. (2013). Family partnerships from Head Start program performance standards and other regulations. Retrieved from http://eclkc.ohs.acf.hhs.gov/hslc/standards/Head%20Start%20Requirements/1304/1304.40%20Family%20partnerships.htm.

  • Arnett, J. (1989). Caregivers in day-care centers: Does training matter? Journal of Applied Developmental Psychology, 10, 541–552. doi:10.1016/0193-3973(89)90026-9.

    Google Scholar 

  • Baraldi, A. N., & Enders, C. K. (2010). An introduction to modern missing data analyses. Journal of School Psychology, 48, 5–37. doi:10.1016/j.jsp.2009.10.001.

    PubMed  Google Scholar 

  • Barnett, W. S. (2003). Better teachers, better preschools: Student achievement linked to teacher qualifications. NIEER Preschool Policy Matters, Issue 2. New Jersey: National Institute for Early Education Research.

    Google Scholar 

  • Burchinal, M. R., Cryer, D., Clifford, R. M., & Howes, C. (2002a). Caregiver training and classroom quality in child care centers. Applied Developmental Science, 6, 2–11. doi:10.1207/S1532480XADS0601_01.

    Google Scholar 

  • Burchinal, M., Hyson, M., & Zaslow, M. (2008). Competencies and credentials for early childhood educators: What do we know and what do we need to know? NHSA Dialog Briefs, Issue 1. Alexandria, VA: National Head Start Association Research and Evaluation Department.

    Google Scholar 

  • Burchinal, M. R., Peisner-Feinberg, E., Pianta, R., & Howes, C. (2002b). Development of academic skills from preschool through second grade: Family and classroom predictors of developmental trajectories. Journal of School Psychology, 40, 415–436. doi:10.1016/S0022-4405(02)00107-3.

    Google Scholar 

  • Burchinal, M., Vandergrift, N., Pianta, R., & Mashburn, A. (2010). Threshold analysis of association between child care quality and child outcomes for low-income children in pre-kindergarten programs. Early Childhood Research Quarterly, 25, 166–176. doi:10.1016/j.ecresq.2009.10.004.

    Google Scholar 

  • Buscemi, L., Bennett, T., Thomas, D., & Deluca, D. A. (1996). Head Start: Challenges and training needs. Journal of Early Intervention, 20, 1–13. doi:10.1177/105381519602000101.

    Google Scholar 

  • Buysse, V., Winton, P. J., & Rous, B. (2009). Reaching consensus on a definition of professional development for the early childhood field. Topics in Early Childhood Special Education, 28, 235–243. doi:10.1177/0271121408328173.

    Google Scholar 

  • Cassidy, D. J., Hestenes, L. L., Hegde, A., Hestenes, S., & Mims, S. (2005). Measurement of quality in preschool child care classrooms: An exploratory and confirmatory factor analysis of the early childhood environment rating scale-revised. Early Childhood Research Quarterly, 20, 345–360. doi:10.1016/j.ecresq.2005.07.005.

    Google Scholar 

  • Caughy, M., DiPietro, J., & Strobino, D. (1994). Day-case participation as a protective factor in the cognitive development of low-income children. Child Development, 65, 457–471.

    PubMed  Google Scholar 

  • Connor, C. M., Morrison, F. J., & Slominski, L. (2006). Preschool instruction and children’s emergent literacy growth. Journal of Educational Psychology, 98(4), 665–689. doi:10.1037/0022-0663.98.4.665.

    Google Scholar 

  • Connor, C. M., Son, S.-H., Hindman, A. H., & Morrison, F. J. (2005). Teacher qualifications, classroom practices, family characteristics, and preschool experience: Complex effects on first graders’ vocabulary and early reading outcomes. Journal of School Psychology, 43, 343–375. doi:10.1016/j.jsp.2005.06.001.

    Google Scholar 

  • Cooper, C. E., Crosnoe, R., Suizzo, M.-A., & Pituch, K. A. (2010). Poverty, race, and parental involvement during the transition to elementary school. Journal of Family Issues, 31, 859–883. doi:10.1177/0192513X09351515.

    Google Scholar 

  • Copple, C., & Bredekamp, S. (2009). Developmentally appropriate practice in early childhood programs serving children from birth through age 8 (3rd ed.). Washington, DC: National Association for the Education of Young Children.

    Google Scholar 

  • Crone, D. A., & Whitehurst, G. J. (1999). Age and schooling effects on emergent literacy and early reading skills. Journal of Educational Psychology, 91, 604–614. doi:10.1037/0022-0663.91.4.604.

    Google Scholar 

  • Curby, T. W., LoCasale-Crouch, J., Konold, T. R., Pianta, R. C., Howes, C., Burchinal, M., et al. (2009). The relations of observed Pre-K classroom quality profiles to children’s achievement and social competence. Early Education & Development, 20, 346–372. doi:10.1080/10409280802581284.

    Google Scholar 

  • Darling-Hammond, L. (2000). Teacher quality and student achievement: A review of state policy evidence. Educational Policy Analysis and Archives, 8, 1–44.

    Google Scholar 

  • Darling-Hammond, L., Wei, R. C., Andree, A., Richardson, N., & Orphanos, S. (2009). Professional learning in the learning profession: A status report on teacher development in the United States and abroad. Stanford, CA: National Staff Development Council and the School Redesign Network at Stanford University.

    Google Scholar 

  • Dearing, E., McCartney, K., & Taylor, B. A. (2009). Does higher quality early child care promote low-income children’s math and reading achievement in middle childhood? Child Development, 80, 1329–1349. doi:10.1111/j.1467-8624.2009.01336.x.

    PubMed  Google Scholar 

  • Dearing, E., McCartney, K., Weiss, H. B., Kreider, H., & Simpkins, S. (2004). The promotive effects of family educational involvement for low-income children’s literacy. Journal of School Psychology, 42, 445–460. doi:10.1016/j.jsp.2004.07.002.

    Google Scholar 

  • Desimone, L. M., & Long, D. (2010). Teacher effects and the achievement gap: Do teacher and teaching quality influence the achievement gap between black and white and high- and low-SES students in the early grades? Teachers College Record, 112, 3024–3073.

    Google Scholar 

  • Dickinson, D. K., & Caswell, L. (2007). Building support for language and early literacy in preschool classrooms through in-service professional development: Effects of the Literacy Environment Enrichment Program (LEEP). Early Childhood Research Quarterly, 22, 243–260. doi:10.1016/j.ecresq.2007.03.001.

    Google Scholar 

  • Dodge, D. T., Bickart, T. S., Colker, L. J., & Heroman, C. (2002). The creative curriculum for preschool (4th ed.). Bethesda, MD: Teaching Strategies, Inc.

  • Domitrovich, C. E., Gest, S. D., Gill, S., Bierman, K. L., Welsh, J., & Jones, D. (2009). Fostering high quality teaching with an enriched curriculum and professional development support: The Head Start REDI program. American Educational Research Journal, 46, 567–597.

    Google Scholar 

  • Duncan, G. J., & Gibson-Davis, C. M. (2006). Connecting child care quality to child outcomes: Drawing policy lessons from nonexperimental data. Evaluation Review, 30, 611–630. doi:10.1177/0193841X06291530.

    PubMed  Google Scholar 

  • Duncan, G. J., Magnusson, K. A., & Ludwig, J. (2004). The endogeneity problem in developmental studies. Research in Human Development, 1, 59–80. doi:10.1177/00113921030515005.

    Google Scholar 

  • Dunn, L. M., & Dunn, L. M. (1997). Peabody picture vocabulary test (3rd ed.). Circle Pines, MN: American Guidance Service.

    Google Scholar 

  • Dunn, L. M., Lugo, D. E., Padilla, E. R., & Dunn, L. M. (1986). Test de Vocabulario en Imagenes Peabody (TVIP) [Peabody Picture Vocabulary Test]. Circle Pines, MN: American Guidance Service.

    Google Scholar 

  • Early, D. M., Bryant, D. M., Pianta, R. C., Clifford, R. M., Burchinal, M. R., Ritchie, S., et al. (2006). Are teachers’ education, major, and credentials related to classroom quality and children’s academic gains in pre-kindergarten? Early Childhood Research Quarterly, 21, 174–195. doi:10.1016/j.ecresq.2006.04.004.

    Google Scholar 

  • Early, D. M., Maxwell, K. L., Burchinal, M., Alva, S., Bender, R. H., Bryant, D., et al. (2007). Teachers’ education, classroom quality, and young children’s academic skills: Results from seven studies of preschool programs. Child Development, 78, 558–580. doi:10.1111/j.1467-8624.2007.01014.x.

    PubMed  Google Scholar 

  • Early, D. M., & Winton, P. J. (2001). Preparing the workforce: Early childhood teacher preparation at 2- and 4-year institutions of higher education. Early Childhood Research Quarterly, 16, 285–306. doi:10.1177/105381510502700206.

    Google Scholar 

  • Enders, C. K., & Tofighi, D. (2007). Centering predictor variables in cross-sectional multilevel models: A new look at an old issue. Psychological Methods, 12, 121–138. doi:10.1037/1082-989X.12.2.121.

    PubMed  Google Scholar 

  • Entwisle, D. R., Alexander, K. L., Pallas, A. M., & Cadigan, D. (1987). The emergent academic self-image of first graders: Its response to social structure. Child Development, 58, 1190–1206. doi:10.2307/1130614.

    PubMed  Google Scholar 

  • Epstein, A. S. (1999). Pathways to quality in Head Start, public school and private nonprofit early childhood programs. Journal of Research in Childhood Education, 13, 101–119.

    Google Scholar 

  • Epstein, J. L. (2001). School, family, and community partnerships: Preparing educators and improving schools. Boulder, CO: Westview.

    Google Scholar 

  • Fantuzzo, J. F., Bulotsky-Shearer, R., McDermott, P., McWayne, C., Frye, D., & Perlman, S. (2007). Investigation of dimensions of social-emotional classroom behavior and school readiness for low-income urban preschool children. School Psychology Review, 36, 44–62.

    Google Scholar 

  • Fantuzzo, J. F., McWayne, C., Perry, M. A., & Childes, S. (2004). Multiple dimensions of family involvement and their relations to behavioral and learning competencies for urban, low income children. School Psychology Review, 33, 467–480.

    Google Scholar 

  • Fukkink, R. G., & Lont, A. (2007). Does training matter? A meta-analysis and review of caregiver training studies. Early Childhood Research Quarterly, 22, 294–311. doi:10.1016/j.ecresq.2007.04.005.

    Google Scholar 

  • Fulligni, A. S., Howes, C., Lara-Cinisomo, S., & Karoly, L. (2009). Diverse pathways in early childhood professional development: An exploration of early educators in public preschools, private preschools, and family child care homes. Early Education and Development, 20, 507–526. doi:10.1080/10409280902783483.

    Google Scholar 

  • Gerber, E. B., Whitebook, M., & Weinstein, R. S. (2007). At the heart of child care: Predictors of teacher sensitivity in center-based child care. Early Childhood Research Quarterly, 22, 327–346. doi:10.1016/j.ecresq.2006.12.003.

    Google Scholar 

  • Gerde, H. K., & Powell, D. R. (2009). Teacher education, book-reading practices, and children’s language growth across one year of Head Start. Early Education and Development, 20, 211–237. doi:10.1080/10409280802595417.

    Google Scholar 

  • Greenwald, R., Hedges, L. V., & Laine, R. D. (1996). The effect of school resources on student achievement. Review of Educational Research, 66, 361–396.

    Google Scholar 

  • Gresham, F. M., & Elliott, S. N. (1990). Social skills rating system. Circle Pines, MN: American Guidance Service.

    Google Scholar 

  • Guskey, T. R. (2003). Scooping up meaningful evidence. Journal of Staff Development, 24, 27–30.

    Google Scholar 

  • Harms, T., Clifford, R. M., & Cryer, D. (1998, 2005). The Early Childhood Environmental Rating Scale—Revised edition. New York: Teachers College Press.

  • Hill, N. E., & Craft, S. A. (2003). Parent-school involvement and school performance: Mediated pathways among socioeconomically comparable African American and Euro-American families. Journal of Educational Psychology, 95, 74–83. doi:10.1037/0022-0663.95.1.74.

    Google Scholar 

  • Hindman, A. H., & Morrison, F. J. (2011). Family involvement and educator outreach in Head Start. The Elementary School Journal, 111, 359–386. doi:10.1086/657651.

    Google Scholar 

  • Honig, A. S., & Hirallal, A. (1998). Which counts more for excellence in childcare staff-years in service, education level or ECE coursework? Early Child Development and Care, 145, 31–46.

    Google Scholar 

  • Hoover-Dempsey, K. V., Bassler, O. C., & Brissie, J. S. (1992). Exploration in parent–school relations. Journal of Educational Research, 85, 287–294. doi:10.1080/00220671.1992.9941128.

    Google Scholar 

  • Hoover-Dempsey, K. V., Walker, J. M. T., Jones, K. P., & Reed, R. P. (2002). Teacher involving parents (TIP): Results of an in-service teacher education program for enhancing parental involvement. Teaching and Teacher Education, 18, 843–867. doi:10.1016/S0742-051X(02)00047-1.

    Google Scholar 

  • Howes, C., Burchinal, M., Pianta, R., Bryant, D., Early, D., Clifford, R., et al. (2008). Ready to learn? Children’s pre-academic achievement in pre-kindergarten programs. Early Childhood Research Quarterly, 23, 27–50. doi:10.1016/j.ecresq.2007.05.002.

    Google Scholar 

  • Howes, C., James, J., & Ritchie, S. (2003). Pathways to effective teaching. Early Childhood Research Quarterly, 18, 104–120. doi:10.1016/S0885-2006(03)00008-5.

    Google Scholar 

  • Jacobs, G. M. (2001). Providing the scaffold: A model for early childhood/primary teacher preparation. Early Childhood Education Journal, 29, 125–130. doi:10.1023/A:1012581113983.

    Google Scholar 

  • Justice, L. M., Mashburn, A. J., Hamre, B. K., & Pianta, R. C. (2008). Quality of language and literacy instruction in preschool classrooms serving at-risk pupils. Early Childhood Research Quarterly, 23, 51–68. doi:10.1016/j.ecresq.2007.09.004.

    PubMed  Google Scholar 

  • Kelley, P., & Camilli, G. (2007). The impact of teacher education on outcomes in center-based early childhood education programs: A meta-analysis. New Brunswick, NJ: National Institute for Early Education Research.

    Google Scholar 

  • Lamb, M. E., & Ahnert, L. (2007). Nonparental child care: Context, concepts, correlates, and consequences. In W. Damon & R. M. Lerner (Eds.), Handbook of child psychology. Hoboken, NJ: John Wiley and Sons, Inc.

  • Logan, J. A. R., Piasta, S. B., Justice, L. M., Schatschneider, C., & Petrill, S. (2011). Children’s attendance rates and quality of teacher-child interactions in at-risk preschool classrooms: Contribution to children’s expressive language growth. Child & Youth Care Forum, 40, 457–477. doi:10.1007/s10566-011-9142-x.

    Google Scholar 

  • Magnuson, K. A., Lahaie, C., & Waldfogel, J. (2006). Preschool and school readiness of children of immigrants. Social Science Quarterly, 87, 1241–1262. doi:10.1111/j.1540-6237.2006.00426.x.

    Google Scholar 

  • Mashburn, A. J., Pianta, R. C., Hamre, B. K., Downer, J. T., Barbarin, O. A., Bryant, D., et al. (2008). Measures of classroom quality in prekindergarten and children’s development of academic, language, and social skills. Child Development, 79, 732–749. doi:10.1111/j.1467-8624.2008.01154.x.

    PubMed  Google Scholar 

  • Matthews, J. S., Ponitz, C. C., & Morrison, F. J. (2009). Early gender differences in self-regulation and academic achievement. Journal of Educational Psychology, 101, 689–704. doi:10.1037/a0014240.

    Google Scholar 

  • Maxwell, K. L., Feild, C. C., & Clifford, R. M. (2005). Defining and measuring professional development in early childhood research. In M. Zaslow & I. Martinez-Beck (Eds.), Critical issues in early childhood professional development (pp. 21–48). Baltimore: Brookes.

    Google Scholar 

  • McClelland, M. M., & Wanless, S. B. (2012). Growing up with assets and risks: The importance of self-regulation for academic achievement. Research in Human Development, 9, 278–297. doi:10.1080/15427609.2012.729907.

    Google Scholar 

  • McDermott, P. A., Green, L. F., Francis, J. M., & Stott, D. H. (2000). The preschool learning behaviors scale. Philadelphia: Edumertric & Clinical Science.

    Google Scholar 

  • McLoyd, V. C. (1998). Socioeconomic disadvantage and child development. American Psychologist, 53, 185–204. doi:10.1037/0003-066X.53.2.185.

    PubMed  Google Scholar 

  • McWayne, C. M., Campos, R., & Owsianik, M. (2008). A multidimensional, multilevel examination of mother and father involvement among culturally diverse Head Start families. Journal of School Psychology, 46, 551–573. doi:10.1016/j/jsp.2008.06.001.

    PubMed  Google Scholar 

  • McWayne, C. M., Fantuzzo, J. W., & McDermott, P. A. (2004). Preschool competency in context: An investigation of the unique contribution of child competencies to early academic success. Developmental Psychology, 40, 633–645. doi:10.1037/0012-1649.40.4.633.

    PubMed  Google Scholar 

  • Muthén, B. O., & Muthén, L. K. (2010a). Mplus (Version 6). Los Angeles, CA: Author.

    Google Scholar 

  • Muthén, L. K., & Muthén, B. O. (2010b). Mplus user’s guide (6th ed.). Los Angeles, CA: Author.

    Google Scholar 

  • National Association for the Education of Young Children. (2009). NAEYC standards for early childhood professional preparation. Retrieved from http://www.naeyc.org.

  • National Research Council. (2001). Committee on early childhood pedagogy. In B. T. Bowman, M. S. Donovan, & M. S. Burns (Eds.), Eager to learn: Educating our preschoolers. Washington, DC: National Academy Press.

    Google Scholar 

  • Neuman, S. B., & Cunningham, L. (2009). The impact of professional development and coaching on early language and literacy instructional practices. American Educational Research Journal, 46, 532–566. doi:10.3102/0002831208328088.

    Google Scholar 

  • NICHD Early Child Care Research Network. (2002a). Child care structure > process > outcome: Direct and indirect effects of caregiving quality on young children’s development. Psychological Science, 13, 199–206.

    Google Scholar 

  • NICHD Early Child Care Research Network. (2002b). Early child care and children’s development prior to school entry: Results from the NICHD Study of Early Child Care. American Educational Research Journal, 39, 133–164. doi:10.3102/00028312039001133.

    Google Scholar 

  • NICHD Early Child Care Research Network. (2002c). The relation of global first grade classroom environment to structural classroom features and teacher and student behaviors. The Elementary School Journal, 102, 367–387.

    Google Scholar 

  • NICHD Early Child Care Research Network. (2003). Does quality of child care affect child outcomes at age 4 ½? Developmental Psychology, 39, 451–469.

    Google Scholar 

  • Office of Head Start. (2011). Parent, family, and community engagement framework. Head Start approach to school readiness. Washington, DC: Administration for Children and Families, U.S. Department of Health and Human Services.

    Google Scholar 

  • Office of Planning, Research and Evaluation. (2010). Compendium of quality rating systems and evaluations. Washington, DC: Administration for Children and Families.

    Google Scholar 

  • Peisner-Feinberg, E., Burchinal, M., Clifford, R., Culkin, M., Howes, C., Kagan, S., et al. (2001). The relation of preschool child-care quality to children’s cognitive and social developmental trajectories through second grade. Child Development, 72, 1534–1553.

    PubMed  Google Scholar 

  • Peisner-Feinberg, E. S., & Yazejian, N. (2010). Research on program quality. In P. W. Wesley & V. Buysse (Eds.), The quest for quality: Promising innovations for early childhood programs (pp. 21–45). Baltimore, MD: Brookes Publishing.

    Google Scholar 

  • Peske, H. G., & Haycock, K. (2006). Teaching inequality: How poor and minority students are shortchanged on teacher quality: A report and recommendations by the education trust. Washington, DC: The Education Trust.

    Google Scholar 

  • Pianta, R., Howes, C., Burchinal, M., Bryant, D., Clifford, R., Early, D., et al. (2005). Features of pre-kindergarten programs, classrooms, and teachers: Do they predict observed classroom quality and child–teacher interactions? Applied Developmental Science, 9, 144–159. doi:10.1207/s1532480xads0903_2.

    Google Scholar 

  • Pianta, R. C., La Paro, K. M., & Hamre, B. K. (2008). Classroom Assessment Scoring System™ (CLASS™) manual: Pre-K. Baltimore, MD: Brookes Publishing.

    Google Scholar 

  • Powell, D. R. (2001). Visions and realities of achieving partnership: Parent–school relationships at the turn of the century. In A. Göncü & E. L. Klein (Eds.), Children in play, story, and school (pp. 333–357). New York: Guilford Press.

    Google Scholar 

  • Powell, D. R. (2009). The Head Start program. In J. Roopnarine & J. E. Johnson (Eds.), Approaches to early childhood education (5th ed., pp. 48–67). Upper Saddle River, NJ: Merrill/Pearson.

    Google Scholar 

  • Powell, D. R., Diamond, K. E., Burchinal, M. R., & Koehler, M. J. (2008). Effects of an early literacy professional development intervention on head start teachers and children. Journal of Educational Psychology, 102, 299–312. doi:10.1037/a0017763.

    Google Scholar 

  • Powell, D. R., Son, S.-H., File, N., & San Juan, R. R. (2010). Parent–school relationships and children’s academic and social outcomes in public school pre-kindergarten. Journal of School Psychology, 48, 269–292. doi:10.1016/j.jsp.2010.03.002.

    PubMed  Google Scholar 

  • Raudenbush, S., & Bryk, A. (2002). Hierarchical linear models: Applications and data analysis methods (2nd ed.). Thousand Oaks, CA: Sage.

    Google Scholar 

  • Raver, C. C., Jones, S. M., Li-Grining, C. P., Metzger, M., Champion, K. M., & Sardin, L. (2008). Improving preschool classroom processes: Preliminary findings from a randomized trial implemented in Head Start settings. Early Childhood Research Quarterly, 23, 10–26. doi:10.1016/j.ecresq.2007.09.001.

    Google Scholar 

  • Rimm-Kaufman, S. E., Pianta, R. C., Cox, M. J., & Bradley, R. H. (2003). Teacher-rated family involvement and children’s social and academic outcomes in kindergarten. Early Education and Development, 14, 179–198. doi:10.1207/s15566935eed1402_3.

    Google Scholar 

  • Rudd, L. C., Lambert, M. C., Satterwhite, M., & Smith, C. H. (2009). Professional development + coaching = enhanced teaching: Increasing usage of math mediated language in preschool classrooms. Early Childhood Education Journal, 37, 63–69. doi:10.1007/s10643-009-0320-5.

    Google Scholar 

  • Sakai, L., Whitebook, M., Wishard, A., & Howes, C. (2003). Evaluating the early childhood rating scale: Assessing differences between the first and revised edition. Early Childhood Research Quarterly, 18, 427–445. doi:10.1016/j.ecresq.2003.09.004.

    Google Scholar 

  • Sektnan, M., McClelland, M. M., Acock, A. C., & Morrison, F. J. (2010). Early family risk, behavioral regulation, and children’s academic achievement. Early Childhood Research Quarterly, 25, 464–479. doi:10.1016/j.ecresq.2010.02.005.

    PubMed  Google Scholar 

  • Stoll, L., Bolam, R., McMahon, A., Wallace, M., & Thomas, S. (2006). Professional learning communities: A review of the literature. Journal of Educational Change, 7, 221–258.

    Google Scholar 

  • Tout, K., Zaslow, M., & Berry, D. (2005). Quality and qualifications: Links between professional development and quality in early care and education settings. In M. Zaslow & I. Martinez-Beck (Eds.), Critical issues in early childhood professional development (pp. 77–110). Baltimore, MD: Paul H. Brookes.

    Google Scholar 

  • U.S. Department of Health and Human Services. Administration for Children and Families. (January 2010). Head Start impact study. Technical report. Washington, DC.

  • Vandell, D. L., & Wolfe, B. (2000). Child care quality: Does it matter and does it need to be improved? Washington, DC: Office of the Assistant Secretary for Planning and Evaluation, U.S. Department of Health and Human Services. Also available as (Special Report No. 78). University of Wisconsin-Madison, Institute for Research on Poverty.

  • Wasik, B. A., Bond, M. A., & Hindman, A. (2006). The effects of a language and literacy intervention on Head Start children and teachers. Journal of Educational Psychology, 98, 63–74. doi:10.1037/0022-0663.98.1.63.

    Google Scholar 

  • Webster-Stratton, C., Reid, M. J., & Hammond, M. (2001). Preventing conduct problems, promoting social competence: A parent and teacher training partnership in Head Start. Journal of Clinical Child & Adolescent Psychology, 30, 283–302. doi:10.1207/S15374424JCCP3003_2.

    Google Scholar 

  • Woodcock, R. W., & Johnson, M. B. (1989). Woodcock–Johnson psycho-educational battery—Revised. Itasca, IL: Riverside Publishing.

    Google Scholar 

  • Woodcock, R. W., & Munoz-Sandoval, A. F. (1996). Bateria Woodcock–Muñoz: Pruebas de Aprovechamiento-Revisada. Itasca, IL: Riverside Publishing.

    Google Scholar 

  • Zaslow, M., & Martinez-Beck, I. (2006). Critical issues in early childhood professional development. Baltimore: Paul H. Brookes Publishing Co.

    Google Scholar 

  • Zellman, G. L., & Perlman, M. (2006). Parent involvement in child care settings: Conceptual and measurement issues. Early Child Development and Care, 176, 521–538. doi:10.1080/03004430500147490.

    Google Scholar 

  • Zill, N., Sorongon, A., Kim, K., Clark, C., & Woolverton, M. (2006). FACES 2003 research brief: Children’s outcomes and program quality in Head Start. Washington, D.C.: U.S. Administration for Children and Families.

    Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Department of Educational Psychology, University of Utah, 1705 Campus Center Drive, Salt Lake City, UT, 84112-9255, USA

    Seung-Hee Claire Son

  2. Georgia State University, Atlanta, GA, USA

    Kyong-Ah Kwon

  3. University of Nevada, Reno, Reno, NV, USA

    Hyun-Joo Jeon

  4. University of Nebraska-Lincoln, Lincoln, NE, USA

    Soo-Young Hong

Authors
  1. Seung-Hee Claire Son
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Kyong-Ah Kwon
    View author publications

    You can also search for this author in PubMed Google Scholar

  3. Hyun-Joo Jeon
    View author publications

    You can also search for this author in PubMed Google Scholar

  4. Soo-Young Hong
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Seung-Hee Claire Son.

Rights and permissions

Reprints and permissions

About this article

Cite this article

Son, SH.C., Kwon, KA., Jeon, HJ. et al. Head Start Classrooms and Children’s School Readiness Benefit from Teachers’ Qualifications and Ongoing Training. Child Youth Care Forum 42, 525–553 (2013). https://doi.org/10.1007/s10566-013-9213-2

Download citation

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s10566-013-9213-2

Keywords

Search

Navigation