Exploring preschool teachers’ professional profiles in Swedish preschool: a latent class analysis

References

• Alvestad, M., & Pramling Samuelsson, I. (1999). A comparison of the national preschool curricula in Norway and Sweden. Early Childhood Research & Practice, 1(2), n2.
   Google Scholar
• Asparouhov, T., & Muthén, B. (2014). Auxiliary variables in mixture modeling: Three-step approaches using Mplus. Structural Equation Modeling: A Multidisciplinary Journal, 21(3), 329–341. doi: 10.1080/10705511.2014.915181
   Web of Science ®Google Scholar
• Barnett, W. S. (2003). Better teachers, better preschools: Student achievement linked to teacher qualifications ( NIEER Preschool Policy Matters, Issue 2).
   Google Scholar
• Bergman, L. R., Magnusson, D., & El Khouri, B. M. (2002). Studying individual development in an interindividual context. NJ: Taylor and Francis.
   Google Scholar
• Bergman, L. R., Magnusson, D., & El-Khouri, B.M. (2003). Studying individual development in an interindividual context: A person-oriented approach. In D. Magnusson (Ed.), in the series Paths through life (Vol. 4). Mahwah,NJ: Erlbaum.
   Google Scholar
• Bronfenbrenner, U., & Morris, P. A. (1998). The ecology of developmental processes. In W. Damon, & R. M. Lerner (Eds.), Handbook of child psychology, Vol. 1: Theoretical models of human development (pp. 993–1027). New York, NY: Wiley.
   Google Scholar
• Bronfenbrenner, U. (1979). The ecology of human development: Experiments by nature and design. Cambridge, MA: Harvard University Press.
   Google Scholar
• Bronfenbrenner, U. (1986). Ecology of the family as a context for human development: Research perspectives. Developmental Psychology, 22(86), 723–742. doi: 10.1037/0012-1649.22.6.723
   Web of Science ®Google Scholar
• Brown, T. A. (2015). Confirmatory factor analysis for applied research (2nd ed). New York: Guilford Press.
   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
   Web of Science ®Google Scholar
• Cameron, C., & Moss, P. (2007). Care work in Europe: Current understandings and future directions. London: Routledge.
   Google Scholar
• Clark, S. L., & Muthén, B. (2009). Relating latent class analysis results to variables not included in the analysis. Retrieved from https://www.statmodel.com/download/relatinglca.pdf
   Google Scholar
• Collins, L. M., & Lanza, S. T. (2010). Latent class and latent transition analysis: With applications in the social, behavioral, and health sciences. New York, NY: Wiley.
   Google Scholar
• Dickinson, D, & 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
   Web of Science ®Google Scholar
• Early, D., Maxwell, K., Burchinal, M., Bender, R., Ebanks, C., Henry, G.,  … Zill, N. (2007). Teachers’ education, classroom quality, and young children’s academic skills: Results from seven studies of preschool programs. Child Development, 78(2), 558–580. doi: 10.1111/j.1467-8624.2007.01014.x
   PubMed Web of Science ®Google Scholar
• European Commission. (2000). A memorandum of lifelong learning. Retrieved from http://europa.eu/legislation_summaries/other/c11047_en.htm
   Google Scholar
• European Commission. (2010). Teachers’ professional development – Europe in international comparison – An analysis of teachers’ professional development based on the OECD’s Teaching and Learning International Survey (TALIS). Luxembourg: Office for Official Publications of the European Union.
   Google Scholar
• European Commission. (2011). Early childhood education and care: Providing all our children with the best start for the world of tomorrow. Retrieved from http://ec.europa.eu/education/schooleducation/doc/childhoodcom_en.pdf
   Google Scholar
• European Commission/EACEA/Eurydice/Eurostat. (2014). Key data on early childhood education and care in Europe. 2014 Edition (Eurydice and Eurostat Report). Luxembourg: Publications Office of the European Union.
   Google Scholar
• Goodman, L. A. (1974). Exploratory latent structure analysis using both identifiable and unidentifiable models. Biometrika, 61(2), 215–231. doi: 10.1093/biomet/61.2.215
   Web of Science ®Google Scholar
• Gordon, J., Gabor, H., Krawczyk, M., Leney, T., Michel, A., Pepper, D., … Wisniewski, J. (2009). Key competences in Europe: Opening doors for lifelong learners across the school curriculum and teacher education. Warschaw: CASE Network Reports. Vol. 87.
   Google Scholar
• Hagenaars, J. A., & McCutcheon, A. L. (2002). Applied latent class analysis. Cambridge: Cambridge University Press.
   Google Scholar
• Hanft, B. E., Rush, D. D., & Shelden, M. L. (2004). Coaching families and colleagues in early childhood. Baltimore, MD: Paul H. Brookes.
   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
   Web of Science ®Google Scholar
• Jensen, B., Jensen, P., & Rasmussen, A. W. (2015). Does professional development of preschool teachers improve child socio-emotional outcomes? (Discussion Paper No 8957). IZA.
   Google Scholar
• Jeon, L., Buettner, C. K., & Hur, E. (2016). Preschool teachers’ professional background, process quality, and job attitudes: A person-centered approach. Early Education and Development, 27(4), 551–571. doi: 10.1080/10409289.2016.1099354
   Web of Science ®Google Scholar
• Johansson, I., & Moss, P. (2012). Re-forming the school: Taking Swedish lessons. Children & Society, 26(1), 25–36. doi: 10.1111/j.1099-0860.2010.00319.x
   Web of Science ®Google Scholar
• Karlsson Lohmander, M. (2004). The fading of a teaching profession? Reforms of early childhood teacher education in Sweden. Early Years, 24(1), 23–34. doi: 10.1080/0957514032000179034
   Google Scholar
• Kuisma, M., & Sandberg, A. (2008). Preschool teachers’ and student preschool teachers’ thoughts about professionalism in Sweden. European Early Childhood Education Research Journal, 16(2), 186–195. doi: 10.1080/13502930802141618
   Web of Science ®Google Scholar
• Lanza, S. T., Collins, L. M., Lemmon, D. R., & Schafer, J. L. (2007). PROC LCA: A SAS procedure for latent class analysis. Structural Equation Modeling: A Multidisciplinary Journal, 14(4), 671–694. doi: 10.1080/10705510701575602
   PubMed Web of Science ®Google Scholar
• Lanza, S. T., & Rhoades, B. L. (2013). Latent class analysis: An alternative perspective on subgroup analysis in prevention and treatment. Prevention Science, 14(2), 157–168. doi: 10.1007/s11121-011-0201-1
   PubMed Web of Science ®Google Scholar
• Lillvist, A., Sandberg, A., Sheridan, S., & Williams, P. (2014). Preschool teacher competence viewed from the perspective of students in early childhood teacher education. Journal of Education for Teaching, 40(1), 3–19. doi: 10.1080/02607476.2013.864014
   Web of Science ®Google Scholar
• Lo, Y., Mendell, N. R., & Rubin, D. B. (2001). Testing the number of components in a normal mixture. Biometrika, 88, 767–778. doi: 10.1093/biomet/88.3.767
   Web of Science ®Google Scholar
• LoCasale-Crouch, J., Konold, T., Pianta, R., Howes, C., Burchinal, M., Bryant, D.,  … Clifford, R. (2007). Observed classroom quality profiles in state-funded pre-kindergarten programs and associations with teacher, program, and classroom characteristics. Early Childhood Research Quarterly, 22(1), 3–17. doi: 10.1016/j.ecresq.2006.05.001
   Web of Science ®Google Scholar
• Manning, M., Garvis, S., Fleming, C., & Wong, T.W.G. (2017). The relationship between teacher qualification and the quality of the early childhood care and learning environment. Campell Systematic Review, 1. doi: 10.4073/csr.2017.1
   Google Scholar
• Mashburn, A. J., Pianta, R. C., Hamre, B. K., Downer, J. T., Barbarin, O. A., Bryant, D., & Howes, C. (2008). Measures of classroom quality in prekindergarten and children’s development of academic, language, and social skills. Child Development, 79(3), 732–749. doi: 10.1111/j.1467-8624.2008.01154.x
   PubMed Web of Science ®Google Scholar
• Miller, L., Dalli, C., & Urban, M. (Eds.). 2011. Early childhood grows up: Towards a critical ecology of the profession. Anthology. Dordrecht: Springer.
   Google Scholar
• Miller, L. (2008). Developing professionalism within a regulatory framework in England: Challenges and possibilities. European Early Childhood Education Research Journal, 16(2), 255–268. doi: 10.1080/13502930802141667
   Web of Science ®Google Scholar
• Ministry of Education and Research. (2010). The New Education Act – for knowledge, choice and security (Govt. Bill 2009/10:165).
   Google Scholar
• Ministry of Education and Science. (2010). Curriculum for preschool Lpfö 98 ( Revised 2010). Stockholm: Skolverket.
   Google Scholar
• Moss, P. (2007). Bringing politics into the nursery: Early childhood education as a democratic practice. European Early Childhood Education Research Journal, 15(1), 5–20. doi: 10.1080/13502930601046620
   Web of Science ®Google Scholar
• Muthén, L. K., & Muthén, B. O. (1998–2016). Mplus users guide. 7th ed. Los Angeles, CA: Muthén & Muthén.
   Google Scholar
• National Association for Regulatory Administration. (2014). The 50-state child care licensing study, 2011–2013 edition. Retrieved from http://www.naralicensing.org
   Google Scholar
• Nylund-Gibson, K., & Masyn, K. E. (2016). Covariates and mixture modeling: Results of a simulation study exploring the impact of misspecified effects on class enumeration. Structural Equation Modeling: A Multidisciplinary Journal, 23(6), 782–797. doi: 10.1080/10705511.2016.1221313
   Web of Science ®Google Scholar
• Oberhuemer, P., Schreyer, I., & Neuman, M. J. (2010). Professionals in early childhood education and care systems: European profiles and perspectives. Opladen & Farmington Hills, MI: Barbara Budrich.
   Google Scholar
• OECD. (2001). Starting strong, early childhood education and care. Paris: OECD Publishing.
   Google Scholar
• OECD. (2006). Starting strong II. Paris: OECD Publishing.
   Google Scholar
• OECD. (2016a). Education at a glance 2016. Paris: OECD Publishing https://doi.org/10.1787/eag-2016-en
   Google Scholar
• OECD. (2016b). Supporting teacher professionalism: Insights from TALIS 2013. Paris: OECD Publishing. TALIS https://doi.org/10.1787/9789264248601-en
   Google Scholar
• OECD. (2017). Starting strong 2017: Key OECD indicators on early childhood education and care. Paris: OECD Publishing https://doi.org/10.1787/9789264276116-en
   Google Scholar
• Osgood, J. (2006). Deconstructing professionalism in early childhood education: Resisting the regulatory gaze. Contemporary Issues in Early Childhood, 7(1), 5–14. doi: 10.2304/ciec.2006.7.1.5
   Google Scholar
• Peeters, J., & Vandenbroeck, M. (2011). Child care practitioners and the process of professionalization. In L. Miller & C. Cable (Eds.), Professionalization and management in the early years (pp. 62–74). London: Sage.
   Google Scholar
• Pianta, R. C., Barnett, W. S., Burchinal, M., & Thornburg, K. R. (2009). The effects of preschool education: What we know, how public policy is or is not aligned with the evidence base, and what we need to know. Psychological Science in the Public Interest, 10(2), 49–88. doi: 10.1177/1529100610381908
   PubMedGoogle Scholar
• Pramling Samuelsson, I., & Sheridan, S. (2010). A turning-point or a backward slide: The challenge facing the Swedish preschool today. Early Years, 30(3), 219–227. doi: 10.1080/09575146.2010.513328
   Google Scholar
• Prop. 2001/02:15. Den öppna högskolan [ The open university]. Stockholm: Utbildningsdepartementet.
   Google Scholar
• Salminen, J., Lerkkanen, M.-K., Poikkeus, A.-M., Pakarinen, E., Siekkinen, M., Hännikäinen, M., … Rasku-Puttonen, H. (2012). Observed classroom quality profiles of kindergarten classrooms in Finland. Early Education & Development, 23(5), 654–677. doi: 10.1080/10409289.2011.574267
   Web of Science ®Google Scholar
• Scotto Rosato, N., & Baer, J. C. (2012). Latent class analysis: A method for capturing heterogeneity. Social Work Research, 36(1), 61–69. doi: 10.1093/swr/svs006
   Web of Science ®Google Scholar
• Sellen, P. (2016). Teacher workload and professional development in England’s secondary schools: Insights from TALIS. London: Education Policy Institute.
   Google Scholar
• Sheridan, S. M., Edwards, C. P., Marvin, C. A., & Knoche, L. L. (2009). Professional development in early childhood programs: Process issues and research needs. Early Education and Development, 20(3), 377–401. doi: 10.1080/10409280802582795
   PubMed Web of Science ®Google Scholar
• Sheridan, S., Williams, P., Sandberg, A., & Vuorinen, T. (2011). Preschool teaching in Sweden – a profession in change. Educational Research, 53(4), 415–437. doi: 10.1080/00131881.2011.625153
   Web of Science ®Google Scholar
• Siraj-Blatchford, I. (2010). A focus on pedagogy: Case studies of effective practice. In K. Sylva, E. Melhuish, P. Sammons, I. Siraj-Blatchford, & B. Taggart (Eds.), Early childhood matters: Evidence from the effective pre-school and primary education project (pp. 149–165). London: Routledge.
   Google Scholar
• Son, S.-H. C., Kwon, K. A., Jeon, H. J., & Hong, S. Y. (2013). Head start classrooms and children’s school readiness benefit from teachers qualifications and ongoing training (Paper 28). Faculty Publications from CYFS. Retrieved from http://digitalcommons.unl.edu/cyfsfacpub/28
   Google Scholar
• SOU. 1999:63 Att lära och leda. En lärarutbildning för samverkan och utveckling. Slutbetänkande av lärarutbildningskommittén [ To lead and to learn]. Stockholm: Utbildningsdepartementet.
   Google Scholar
• Swedish Association of Local Authorities and Regions. (2017). Retrieved from https://skl.se/download/18.6b78741215a632d39cbcc85/1487772640274/Classification+of+Swedish+Municipalities+2017.pdf
   Google Scholar
• Swedish National Agency for Education. (1998). Curriculum for the preschool, Lpfö 98. Stockholm: Author.
   Google Scholar
• Swedish National Agency for Education. (2004). Pre-school in transition. National evaluation of the pre-school ( Report 239). Stockholm: Author.
   Google Scholar
• Swedish National Agency for Education. (2008). Tio år efter reformen [ Ten years after the preschool reform]. Stockholm: Fritzes.
   Google Scholar
• Swedish National Agency for Education. (2017). Beskrivande data 2016. Förskola, skola och vuxenutbildning [ Descriptive data 2016. Preschool, school and adult education]. Stockholm: Author.
   Google Scholar
• Sylva, K., Melhuish, E., Sammons, P., Siraj-Blatchford, I., & Taggart, B. (2004). The effective provision of preschool education (EPPE) project: Findings from preschools to end of key stage I. London: Df ES. https://www.education.gov.uk/publications/e
   Google Scholar
• Timmons, K., & Pelletier, J. (2016). Using latent-class analysis to examine the influence of kindergarten children’s perspectives of school on literacy and self-regulation outcomes. Early Child Development and Care, 186(11), 1737–1751. doi: 10.1080/03004430.2015.1131157
   Web of Science ®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
• Tudge, J. R. H., Mokrova, I., Hatfield, B. E., & Karnik, R. B. (2009). Uses and misuses of bronfenbrenner’s bioecological theory of human development. Journal of Family Theory & Review, 1(4), 198–210. doi: 10.1111/j.1756-2589.2009.00026.x
   Google Scholar
• Urban, M., & Dalli, C. (2012). A profession speaking and thinking for itself. Dordrecht: Springer.
   Google Scholar
• Urban, M. (2008). Dealing with uncertainty: Challenges and possibilities for the early childhood profession. European Early Childhood Education Research Journal, 16(2), 135–152. doi: 10.1080/13502930802141584
   Web of Science ®Google Scholar
• Urban, M., Vandenbroeck, M., Van Laere, K., Lazzari, A., & Peeters, J. (2012). Towards competent systems in early childhood education and care. Implications for policy and practice. European Journal of Education, 47(4), 508–526. doi: 10.1111/ejed.12010
   Web of Science ®Google Scholar
• Urban M, Vandenbroek M, Lazzari A, Peeters J, & Van Laere K. (2011). Competence requirements in early childhood education and care (CoRe). London. Retrieved from http://download.eiie.org/Docs/WebDepot/CoReResearchDocuments2011.pdf
   Google Scholar
• Vallberg Roth, A.-C. (2006). Early childhood curricula in Sweden. International Journal of Early Childhood, 38(1), 219. doi: 10.1007/BF03165979
   Google Scholar
• Vandell, D. (2004). Early child care: The known and the unknown. Merrill-Palmer Quarterly, 50(3), 387–414. doi: 10.1353/mpq.2004.0027
   Web of Science ®Google Scholar
• Williams, P., Sheridan, S., & Pramling Samuelsson, I. (2016). Barngruppens storlek i förskolan. Konsekvenser för utveckling och kvalitet [ Group size in Swedish preschools. Consequences for development and quality]. Stockholm: Natur och Kultur.
   Google Scholar
• Yang Hansen, K., & Munk, I. (2012). Exploring the measurement profiles of socioeconomic background indicators and their differences in reading achievement: A two-level latent class analysis. IERI Monograph Series: Issues and Methodologies in Large-Scale Assesments, 5, 49–77.
   Google Scholar