RELATIONS BETWEEN TEACHER AND CLASSROOM ACTIVITY VARIABLES AND THE CLASSROOM BEHAVIORS OF PREKINDERGARTEN CHILDREN IN CHAPTER-1 FUNDED PROGRAMS

被引：81

作者：

BRONSON, MB ^{[1
]}

TIVNAN, T ^{[1
]}

SEPPANEN, PS ^{[1
]}

机构：

[1] HARVARD UNIV,CAMBRIDGE,MA 02138

来源：

JOURNAL OF APPLIED DEVELOPMENTAL PSYCHOLOGY | 1995年 / 16卷 / 02期

关键词：

D O I：

10.1016/0193-3973(95)90035-7

中图分类号：

B844 [发展心理学（人类心理学）];

学科分类号：

040202 ;

摘要：

This study of 586 children in 54 Chapter 1 funded classrooms in five geographical areas was part of a national observational study of early childhood programs. The study examined relations between eight teacher and classroom activity variables and 14 child variables. Correlational analyses indicated significant relations between program and teacher variables and children's experiences in the classroom. More program and teacher variables were associated with children's mastery than social experiences. Results indicated some benefits and trade offs when more teacher and classroom time was spent on teaching and on cognitively focused activities.

引用

页码：253 / 282

页数：30

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