Rachel E. Schachter|Caitlin F. Spear|Shayne B. Piasta|Laura M. Justice|Jessica Logan
Early childhood educators' knowledge, beliefs, education, experiences, and children's language- and literacy-learning opportunities: What is the connection?
The Ohio State University|The Ohio State University|The Ohio State University|The Ohio State University|The Ohio State University
study investigated multiple types knowledge beliefs along holding early childhoodrelated degree teaching experience linked amounts early childhood educators language literacy instruction quantile regression used estimate associations variables along continuum language literacy instruction 222 early childhood educators general low levels language literacyrelated instruction observed however use quantile regression afforded unique insight associations knowledge beliefs education teaching experience instruction levels instruction sufficient findings would visible traditional linear regression models specifically two types knowledge examined disciplinaryrelated content knowledge structure language knowledge use teaching language literacy young children educators disciplinary content knowledge associated amount instruction associations beliefs language literacy instruction amount instruction less consistent generally holding early childhood related degree positively associated language literacy instruction whereas teaching experience negatively associated amount instruction implications studying educators understanding associations among educator characteristics instruction discussed