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2
Data-Driven Improvement in Prekindergarten Classrooms: Report From a Partnership in an Urban District.基于数据的幼儿园课堂改进：城区合作项目报告
Child Dev. 2017 Sep;88(5):1466-1479. doi: 10.1111/cdev.12906. Epub 2017 Jul 28.
3
Low-Income Ethnically Diverse Children's Engagement as a Predictor of School Readiness Above Preschool Classroom Quality.低收入族裔多样化儿童的参与度是预测其学前教育准备水平高于幼儿园课堂质量的指标。
Child Dev. 2018 Mar;89(2):556-576. doi: 10.1111/cdev.12832. Epub 2017 Jun 19.
4
A Systematic Review and Meta-Analysis of a Measure of Staff/Child Interaction Quality (the Classroom Assessment Scoring System) in Early Childhood Education and Care Settings and Child Outcomes.一项关于幼儿教育与照料环境中员工/儿童互动质量衡量指标（课堂评估评分系统）及儿童成果的系统评价与荟萃分析。
PLoS One. 2016 Dec 30;11(12):e0167660. doi: 10.1371/journal.pone.0167660. eCollection 2016.
5
PREDICTORS OF INFANT AND TODDLER BLACK BOYS' EARLY LEARNING: SEIZING OPPORTUNITIES AND MINIMIZING RISKS.婴幼儿期黑人男孩早期学习的预测因素：抓住机遇并降低风险
Infant Ment Health J. 2017 Jan;38(1):128-142. doi: 10.1002/imhj.21615. Epub 2016 Dec 20.
6
Association of a full-day vs part-day preschool intervention with school readiness, attendance, and parent involvement.全天制与半天制学前干预措施与入学准备、出勤率及家长参与度的关联。
JAMA. 2014 Nov 26;312(20):2126-34. doi: 10.1001/jama.2014.15376.
7
Latent Class Analysis With Distal Outcomes: A Flexible Model-Based Approach.具有远端结果的潜在类别分析：一种基于模型的灵活方法。
Struct Equ Modeling. 2013 Jan;20(1):1-26. doi: 10.1080/10705511.2013.742377.
8
Teacher-Child Relationships from Kindergarten to Sixth Grade: Early childhood predictors of teacher-perceived conflict and closeness.从幼儿园到六年级的师生关系：教师所感知到的冲突与亲密关系的幼儿期预测因素。
Soc Dev. 2009 Nov;18(4):915-945. doi: 10.1111/j.1467-9507.2008.00508.x.
9
Pathways from teacher depression and child-care quality to child behavioral problems.从教师抑郁和儿童保育质量到儿童行为问题的路径。
J Consult Clin Psychol. 2014 Apr;82(2):225-35. doi: 10.1037/a0035720. Epub 2014 Jan 20.
10
Preschoolers' academic readiness: What role does the teacher-child relationship play?学龄前儿童的学业准备：师生关系起着什么作用？
Early Child Res Q. 2007 Oct 1;22(4). doi: 10.1016/j.ecresq.2007.04.002.

对教师互动质量的新审视：“提前开端计划”学生中教师与儿童个体关系及课堂教学质量的概况

A new look at teacher interactional quality: Profiles of individual teacher-child relationship and classroom teaching quality among Head Start students.

作者信息

Paschall Katherine W, Barnett Melissa A, Mastergeorge Ann M, Li Xiaomin, Vasquez Maria Belinda

机构信息

Child Trends.

University of Arizona.

出版信息

Early Educ Dev. 2023;34(5):1172-1190. doi: 10.1080/10409289.2022.2094159. Epub 2022 Jun 27.

DOI:10.1080/10409289.2022.2094159
PMID:37378069
原文链接:https://pmc.ncbi.nlm.nih.gov/articles/PMC10292729/
Abstract

Preschool teachers' relationships with children are a critical component of classroom quality. We draw from a sample of N=2,114 children attending Head Start to examine child-centered profiles of experiences across two dimensions of classroom interaction quality that are often considered separately, individual teacher-child closeness and conflict and classroom-level instructional and emotional support. Findings reveal considerable heterogeneity in Head Start children's experiences, as the profiles differed on individual conflict, and classroom emotional and instructional support. The largest profile was characterized by a positive emotional climate and low instructional support. Higher teacher distress was associated with the highest quality and the highest conflict profiles. The results also revealed early evidence for gender and race and ethnicity-based disadvantages in Head Start classroom experiences.

摘要

幼儿园教师与儿童的关系是课堂质量的关键组成部分。我们从2114名参加“启智计划”的儿童样本中进行分析，以考察课堂互动质量两个维度上以儿童为中心的体验概况，这两个维度通常是分开考虑的，即教师与儿童的个体亲密程度和冲突，以及课堂层面的教学和情感支持。研究结果显示，“启智计划”儿童的体验存在相当大的异质性，因为这些概况在个体冲突、课堂情感和教学支持方面存在差异。最大的概况特征是积极的情感氛围和低教学支持。教师的高压力与最高质量和最高冲突的概况相关。结果还初步显示了“启智计划”课堂体验中基于性别、种族和民族的劣势。