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dc.contributor.advisorJones Harden, Brendaen_US
dc.contributor.authorMcCallan, Stacy A.en_US
dc.date.accessioned2011-02-19T07:16:57Z
dc.date.available2011-02-19T07:16:57Z
dc.date.issued2010en_US
dc.identifier.urihttp://hdl.handle.net/1903/11279
dc.description.abstractA number of factors contribute to the school readiness of children, including child and family characteristics, neighborhood residence, and early care and education experiences. Early skills are the foundation for later school and life success. The current study examines the influence of school composition, classroom quality, and teacher preparation on kindergarten children's school readiness using data originally collected as part of an evaluation of a school readiness intervention. Children's academic school readiness was predicted by teachers' preparation in child development. Children had fewer problem behaviors when their teachers were more highly educated and specialized in child development and, surprisingly, when they attended schools with higher concentrations of low-income students. Child race was the only variable significantly related to children's social skills. These results suggest that teachers play an important role in children's development of foundational skills, and provide support for specific and targeted professional development around early childhood education.en_US
dc.titleInfluences of School, Classroom, and Teacher Characteristics on Children's School Readinessen_US
dc.typeThesisen_US
dc.contributor.publisherDigital Repository at the University of Marylanden_US
dc.contributor.publisherUniversity of Maryland (College Park, Md.)en_US
dc.contributor.departmentHuman Developmenten_US
dc.subject.pqcontrolledEarly Childhood Educationen_US
dc.subject.pquncontrolledClassroom Qualityen_US
dc.subject.pquncontrolledSchool Readinessen_US
dc.subject.pquncontrolledSocioeconomic Statusen_US
dc.subject.pquncontrolledTeacher Preparationen_US


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