Seung Hee Son|Kyong Ah Kwon|Hyun Joo Jeon|Soo Young Hong
Head Start Classrooms and Children’s School Readiness Benefit from Teachers’ Qualifications and Ongoing Training
University of Utah|Georgia State University|University of Nevada Reno|University of Nebraska–Lincoln
teacher qualifications emphasized basis professional development improve classroom practices atrisk childrens school readiness however teacher qualifications often compared another form professional development inservice training current study attempts investigate contributions multiple types professional development school readiness skills lowincome preschoolers specifically examined significance teachers education level degree teaching certificate teaching experiences well specialized inservice training coaching support teacher trainings linked preschoolers school readiness proximal classroom practices used multilevel path analysis examine multiple pathways teachers professional development classroom environments school readiness head start family child experiences survey 2003 n 2159 teachers early childhood education major provided higherquality provision learning socialemotional practices classroom teachers received coaching provided higherquality socialemotional parent involvement practices children higherquality socialemotional classrooms better math skills social skills learning behaviors children classrooms higherquality parent involvement practices higher receptive vocabulary parentreported social skills positive approaches learning along early childhood education degree ongoing coaching support would work effectively improving classroom environments broad array school readiness skills atrisk children