Features of Pre-Kindergarten Programs, Classrooms, and Teachers: Do They Predict Observed Classroom Quality and Child-Teacher Interactions?

Pianta, Robert C.; Howes, Carollee; Burchinal, Margaret; Bryant, Donna; Clifford, Richard M.; Early, Diane; Barbarin, Oscar A.

doi:10.1207/s1532480xads0903_2

articleApplied Developmental ScienceJul 1, 2005Closed access

Features of Pre-Kindergarten Programs, Classrooms, and Teachers: Do They Predict Observed Classroom Quality and Child-Teacher Interactions?

RCRobert C. Pianta CHCarollee Howes MBMargaret Burchinal DBDonna Bryant RMRichard M. Clifford

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Abstract

(2005). Features of Pre-Kindergarten Programs, Classrooms, and Teachers: Do They Predict Observed Classroom Quality and Child-Teacher Interactions? Applied Developmental Science: Vol. 9, No. 3, pp. 144-159.

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891

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FWCI: 67.68
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Authors

7

Topics & keywords

Topics

Keywords

Quality (philosophy)
Psychology
Early childhood education
Poverty
Early childhood
Mathematics education
Teacher quality
Developmental psychology

UN Sustainable Development Goals

No poverty

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