What teacher characteristics, teacher beliefs and classroom structural factors are associated with classroom quality?
Teachers’ education level, teacher beliefs, instructional activities, classroom structure, attitudes toward Head Start families, and quality of classroom teaching practices were examined in this research. It was found that the teachers’ educational level and teacher beliefs had indirect effects on quality through instructional activities, whereas the classroom structure impacted the quality of classroom teaching practices directly. Both the teachers’ educational level and the quality of classroom teaching practices impacted the teachers’ attitudes toward Head Start families. • Is the quality of classroom teaching practices associated with child outcomes? The relationship between the quality of classroom teaching practices and population density was examined. The research findings suggest that for families in low density areas, both the Head Start children and their parents scored higher on their respective literacy measures when they were part of a high quality classroom as opposed to
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