The influence of early childhood teacher certification on kindergarten and first-grade students’ academic outcomes

@article{Hooper2016TheIO,
  title={The influence of early childhood teacher certification on kindergarten and first-grade students’ academic outcomes},
  author={Alison Hooper},
  journal={Early Child Development and Care},
  year={2016},
  volume={188},
  pages={1419 - 1430}
}
  • Alison Hooper
  • Published 2016
  • Psychology
  • Early Child Development and Care
ABSTRACT There is considerable variation in state policies related to the certification required for teachers in kindergarten and first grade, and relatively little is known about these policies’ effects on student learning. This study considers whether children who have kindergarten and first-grade teachers with certification in early childhood education (ECE) experience greater gains in reading and math compared to children whose teachers have only elementary education certification, using… Expand
Educator licensure overlap in the early grades: Why it occurs, why it matters, and what to do about it
In the United States, 48 states have recognized the educational importance of the early years by awarding stand-alone early childhood education (ECE) licenses that require specialized training inExpand
Credentials of Teachers in States Where Elementary and Early Childhood Education Licenses Overlap in Grades K, 1, 2, and/or 3
ABSTRACT This study investigates the claim that in states where elementary education (ELED) and early childhood education (ECED) licenses share the same grades, the preponderance of generalistExpand

References

SHOWING 1-10 OF 53 REFERENCES
Teachers' education, classroom quality, and young children's academic skills: results from seven studies of preschool programs.
TLDR
It is found that policies focused solely on increasing teachers' education will not suffice for improving classroom quality or maximizing children's academic gains, and raising the effectiveness of early childhood education likely will require a broad range of professional development activities and supports targeted toward teachers' interactions with children. Expand
Is Kindergarten the New First Grade?
Recent accounts suggest that accountability pressures have trickled down into the early elementary grades and that kindergarten today is characterized by a heightened focus on academic skills and aExpand
State Kindergarten Policies Straddling Early Learning and Early Elementary School
any policy makers overlook the critical kindergarten year as they look to preschool, universal prekindergarten, or comprehensive education reform to boost student achievement. Part of the reason forExpand
A Comparison of Early Childhood and Elementary Education Students' Beliefs about Primary Classroom Teaching Practices.
Abstract Two professional preparation paths lead to teaching positions in the lower primary grades; their different histories and emphasis result in potentially conflicting paradigms. We examined theExpand
Features of Pre-Kindergarten Programs, Classrooms, and Teachers: Do They Predict Observed Classroom Quality and Child-Teacher Interactions?
This study draws from the National Center for Early Development and Learning's Multi-State Pre-Kindergarten Study to examine the extent to which program, classroom, and teacher attributes of theExpand
Quality in Kindergarten Classrooms: Observational Evidence for the Need to Increase Children's Learning Opportunities in Early Education Classrooms
Research Findings: Using observational data gathered in 730 kindergarten classrooms in 6 states, the present study focuses on the quality of children's learning opportunities in kindergartenExpand
Kindergarten to 1st Grade: Classroom Characteristics and the Stability and Change of Children's Classroom Experiences
Abstract This study examines the classroom experiences of 192 children followed longitudinally from kindergarten to 1st grade. Time-sampled observations of children were conducted to compare learningExpand
Developmentally appropriate practice in early childhood programs
This statement defines and describes principles of develop­ mentally appropriate practice in early childhood programs for administrators, teachers, parents, policy-makers, and others who makeExpand
Academic Performance among At-Risk Children: The Role of Developmentally Appropriate Practices.
Abstract This research examined the effect of developmentally appropriate teaching practices on the academic achievement of kindergarten and first grade children attending urban schools. OneExpand
Observed classroom quality profiles in state-funded pre-kindergarten programs and associations with teacher, program, and classroom characteristics
Abstract In the past decade in the United States, pre-kindergarten programs for four year olds have expanded rapidly as a potentially powerful intervention intended to promote school readiness forExpand
...
1
2
3
4
5
...