Profiles of quality: Supports for book interactions and early writing in Head Start classrooms
Abstract
The current study examined 86 Head Start classrooms and describes multiple, distinct profiles of classroom quality based on two dimensions: supports for children’s (a) interactions with books and (b) early writing experiences. Both instructional and environmental aspects of book interactions and early writing experiences were included in analyses, and the role of teachers’ experience and educational background were also considered. Cluster analyses resulted in four profiles of support for book interactions and early writing experiences: high and low overall support, average to below average support, and a profile with mixed levels of support. Teachers’ credentials were related to profile placement.
Degree
Ph.D.
Advisors
Powell, Purdue University.
Subject Area
Language arts|Early childhood education
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