Measuring Teachers’ Knowledge About Early Language and Literacy: Practical Implications and Considerations

摘要

This study examined 1 tool for evaluating Head Start teachers’ knowledge about early language and literacy. Results indicated that teachers varied in their knowledge. Teachers with more knowledge had more education, as did teachers who received language and literacy professional development. Teachers with greater knowledge also demonstrated higher quality practices. Findings imply that teacher knowledge could be an important pathway through which education and training affect teacher practice.View full textDownload full textKeywordslanguage/speech, literacyRelated var addthis_config = { ui_cobrand: "Taylor & Francis Online", services_compact: "citeulike,netvibes,twitter,technorati,delicious,linkedin,facebook,stumbleupon,digg,google,more", pubid: "ra-4dff56cd6bb1830b" }; Add to shortlist Link Permalink http://dx.doi.org/10.1080/15240754.2011.618647