東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

Children's Individual Language Exper...

Blackstock-Bernstein, Anne.

FindBook

Google Book

Amazon

博客來

Children's Individual Language Experiences: A Multilevel Analysis of Language Use in Head Start Classrooms.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Children's Individual Language Experiences: A Multilevel Analysis of Language Use in Head Start Classrooms./
作者:	Blackstock-Bernstein, Anne.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2019,
面頁冊數:	187 p.
附註:	Source: Dissertations Abstracts International, Volume: 81-04, Section: B.
Contained By:	Dissertations Abstracts International81-04B.
標題:	Early childhood education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=22622927
ISBN:	9781687944924

Children's Individual Language Experiences: A Multilevel Analysis of Language Use in Head Start Classrooms.
Blackstock-Bernstein, Anne.

Children's Individual Language Experiences: A Multilevel Analysis of Language Use in Head Start Classrooms. - Ann Arbor : ProQuest Dissertations & Theses, 2019 - 187 p.

Source: Dissertations Abstracts International, Volume: 81-04, Section: B.

Thesis (Ph.D.)--University of California, Los Angeles, 2019.

This item must not be sold to any third party vendors.

Preschool settings promote children's language development and have the potential to reduce achievement gaps, especially for children from low-income backgrounds. These benefits are driven by the interactions children have with their teachers and peers, but recent evidence suggests there is variability in the quality and quantity of individual children's classroom language interactions. Using a sample of Spanish-English dual language learner and monolingual English-speaking children (n = 117) enrolled in 21 Head Start preschool classrooms, this study investigated whether variation in individual children's classroom language use and exposure was related to their characteristics. Direct assessments of children's English and Spanish language proficiency and parent and teacher ratings of shyness and inhibitory control were used as predictors, along with gender, age, and disability status. Classroom observations using the Language Interaction Snapshot (LISn) examined each child's teacher-child and peer interactions.Multilevel regression analyses identified several important child-level differences in the frequency and type of language used by children and teachers in the classroom. In classrooms with lower instructional support, as measured by the Classroom Assessment Scoring System (CLASS), shy children talked less to their teachers than their more extroverted peers did; however, in classrooms with more instructional support, there was no effect of shyness on children's language use. Children with higher inhibitory control talked less to their teachers than did children with lower inhibitory control, but they experienced more teacher elaboration. Teachers used contextualized language more often with children who demonstrated lower English proficiency than with children who demonstrated higher English proficiency. Girls had more than twice as many sustained conversations with their peers than boys. Children with disabilities had conversations with their teachers at half the rate of their peers. There were positive associations among three indicators of high-quality teaching: the frequency of children's talk to teachers, teachers reading aloud to children, and ratings of classroom instructional support. This study's findings have implications for professional development and measurement of preschool teachers' instructional practices with individual children, especially dual language learners.

ISBN: 9781687944924Subjects--Topical Terms:

518817
Early childhood education.
Subjects--Index Terms:

Classroom observation

Children's Individual Language Experiences: A Multilevel Analysis of Language Use in Head Start Classrooms.
LDR:03674nmm a2200385 4500 001 2267822
005 20200821052211.5
008 220629s2019 ||||||||||||||||| ||eng d
020 $a 9781687944924
035 $a (MiAaPQ)AAI22622927
035 $a AAI22622927
040 $a MiAaPQ $c MiAaPQ
100 1 $a Blackstock-Bernstein, Anne. $3 3545077
245 1 0 $a Children's Individual Language Experiences: A Multilevel Analysis of Language Use in Head Start Classrooms.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2019
300 $a 187 p.
500 $a Source: Dissertations Abstracts International, Volume: 81-04, Section: B.
500 $a Advisor: Bailey, Alison.
502 $a Thesis (Ph.D.)--University of California, Los Angeles, 2019.
506 $a This item must not be sold to any third party vendors.
520 $a Preschool settings promote children's language development and have the potential to reduce achievement gaps, especially for children from low-income backgrounds. These benefits are driven by the interactions children have with their teachers and peers, but recent evidence suggests there is variability in the quality and quantity of individual children's classroom language interactions. Using a sample of Spanish-English dual language learner and monolingual English-speaking children (n = 117) enrolled in 21 Head Start preschool classrooms, this study investigated whether variation in individual children's classroom language use and exposure was related to their characteristics. Direct assessments of children's English and Spanish language proficiency and parent and teacher ratings of shyness and inhibitory control were used as predictors, along with gender, age, and disability status. Classroom observations using the Language Interaction Snapshot (LISn) examined each child's teacher-child and peer interactions.Multilevel regression analyses identified several important child-level differences in the frequency and type of language used by children and teachers in the classroom. In classrooms with lower instructional support, as measured by the Classroom Assessment Scoring System (CLASS), shy children talked less to their teachers than their more extroverted peers did; however, in classrooms with more instructional support, there was no effect of shyness on children's language use. Children with higher inhibitory control talked less to their teachers than did children with lower inhibitory control, but they experienced more teacher elaboration. Teachers used contextualized language more often with children who demonstrated lower English proficiency than with children who demonstrated higher English proficiency. Girls had more than twice as many sustained conversations with their peers than boys. Children with disabilities had conversations with their teachers at half the rate of their peers. There were positive associations among three indicators of high-quality teaching: the frequency of children's talk to teachers, teachers reading aloud to children, and ratings of classroom instructional support. This study's findings have implications for professional development and measurement of preschool teachers' instructional practices with individual children, especially dual language learners.
590 $a School code: 0031.
650 4 $a Early childhood education. $3 518817
650 4 $a Developmental psychology. $3 516948
650 4 $a English as a second language--ESL. $3 3423990
653 $a Classroom observation
653 $a Classroom quality
653 $a Dual language learners
653 $a Language development
653 $a Preschool
653 $a Temperament
690 $a 0518
690 $a 0620
690 $a 0441
710 2 $a University of California, Los Angeles. $b Education 0249. $3 2036364
773 0 $t Dissertations Abstracts International $g 81-04B.
790 $a 0031
791 $a Ph.D.
792 $a 2019
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=22622927