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Early Education and Development Volume 22, 2011 - Issue 2
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ARTICLES

Preschool Teachers' Sense of Community, Instructional Quality, and Children's Language and Literacy Gains

Ying Guo Children's Learning Research Collaborative, The Ohio State UniversityCorrespondence[email protected]
,
Joan N. Kaderavek Department of Early Childhood, Physical and Special Education, University of Toledo
,
Shayne B. Piasta Children's Learning Research Collaborative, The Ohio State University
,
Laura M. Justice Children's Learning Research Collaborative, The Ohio State University
&
Anita McGinty Center for Advanced Study of Teaching and Learning, University of Virginia
Pages 206-233 | Published online: 31 Mar 2011

Citations (14)

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Read on this site (6)

Lukas Schmitt, Anke Weber, Dominik Weber & Miriam Leuchter. (2023) First Insights into Preschool Teachers’ Instructional Quality in Block Play and Its Associations with Children’s Knowledge, Interest, Academic Self-Concept and Cognitive Aspects. Early Education and Development 0:0, pages 1-23.
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Xiangyu Zhao & Lieny Jeon. (2023) Examining the Associations between Teacher Job Satisfaction, Workplace Climate, and Well-Being Resources within Head Start Programs. Early Education and Development 0:0, pages 1-17.
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Sooyeon Byun, JaeYun Jeong & Lieny Jeon. (2022) Changes in Early Care and Education Settings Amid COVID-19: Voices of Parents. Early Education and Development 0:0, pages 1-24.
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Hyun-Joo Jeon, Lindsay Diamond, Christina McCartney & Kyong-Ah Kwon. (2022) Early Childhood Special Education Teachers’ Job Burnout and Psychological Stress. Early Education and Development 33:8, pages 1364-1382.
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Hilary Horn Ratner, Lucy McGoron, Kathryn A. G. Knoff, Beverly Weathington & Anna Miller. (2022) Promoting sense of community in an early childhood care and education consortium. Journal of Early Childhood Teacher Education 43:1, pages 148-166.
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Merav Aizenberg & Izhar Oplatka. (2019) From professional isolation to effective leadership: preschool teacher-directors’ strategies of shared leadership and pedagogy. Teachers and Teaching 25:8, pages 994-1013.
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Articles from other publishers (8)

Yucheng Cao, Young-Suk Grace Kim & Minkyung Cho. (2022) Are Observed Classroom Practices Related to Student Language/Literacy Achievement?. Review of Educational Research 93:5, pages 679-717.
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Briana Bostic, Natalie Schock, Lieny Jeon & Cynthia K. Buettner. (2023) Early childhood teachers' sense of community and work engagement: Associations with children's social, emotional, and behavioral functioning. Journal of School Psychology 98, pages 133-147.
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Rivi Carmel, Katya Rozenberg, Dafna Hammer, Idit Pasternak, Dina Ben Yaish & Marsha Hachmon. (2021) Exploring Predictors for New Kindergarten Teachers’ (NKTs’) Integration in the Workplace. Early Childhood Education Journal 51:1, pages 31-42.
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Ornat Turin & Shosh Davidson. (2022) Riding the tiger: professional capital and the engagement of Israeli kindergarten teachers with parents' WhatsApp groups. Journal of Professional Capital and Community 7:4, pages 334-352.
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Casey O'Keefe. (2018) Professional Development Aimed at Increasing the Quality of Language Input During Storybook Interactions. Topics in Language Disorders 38:1, pages 27-49.
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Ying Guo, Jaclyn M. Dynia, Christina Yeager Pelatti & Laura M. Justice. (2014) Self-efficacy of early childhood special education teachers: Links to classroom quality and children's learning for children with language impairment. Teaching and Teacher Education 39, pages 12-21.
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Merilyn Meristo & Eve Eisenschmidt. (2014) Novice teachers’ perceptions of school climate and self-efficacy. International Journal of Educational Research 67, pages 1-10.
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Adela Elena Popa. (2011) Educational Practitioners on Professional Community and Sense of Community. Social Change Review 9:2, pages 157-174.
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