Exploring the nature of associations between educators' knowledge and their emergent literacy classroom practices

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dc.catalogadoryvc
dc.contributor.authorPiasta, Shayne B.
dc.contributor.authorSoto Ramírez, Pamela Eliana
dc.contributor.authorFarley, Kristin S.
dc.contributor.authorJustice, Laura M.
dc.contributor.authorPark, Somin
dc.date.accessioned2024-06-12T17:42:59Z
dc.date.available2024-06-12T17:42:59Z
dc.date.issued2020
dc.description.abstractEducators' content knowledge is considered a key determinant of classroom practices and thus children's learning. In this study, we examine the nature of associations between early childhood educators' literacy content knowledge and their classroom emergent literacy practices. Specifically, we apply generalized additive modeling to consider three hypotheses regarding the functional form of these associations: (1) educators' content knowledge must reach a threshold before demonstrating associations with practice, (2) educators' knowledge is associated with practice until reaching a plateau, or (3) educators' knowledge is linearly associated with practice. We measured educators' (n = 437) content knowledge using an adaptation of the Moats (1994) knowledge survey, observed their classroom practices in the fall and spring of one academic year, and applied standardized coding schemes to code the latter with respect to the quality and quantity of emergent literacy practices. In general, results indicated positive, linear associations between educators' knowledge and classroom practices. We discuss findings relative to prior work and conjectures concerning these associations as characterized by thresholds or plateaus. We also discuss implications for future research, preservice educator preparation, and inservice professional development.
dc.fechaingreso.objetodigital2024-06-12
dc.format.extent24
dc.fuente.origenWOS
dc.identifier.doi10.1007/s11145-019-10013-4
dc.identifier.eissn1573-0905
dc.identifier.issn0922-4777
dc.identifier.urihttps://doi.org/10.1007/s11145-019-10013-4
dc.identifier.urihttps://repositorio.uc.cl/handle/11534/86740
dc.identifier.wosidWOS:000534837600002
dc.information.autorucEscuela de Psicología;Soto Ramírez, Pamela Eliana; S/I; 10782
dc.issue.numero6
dc.language.isoen
dc.nota.accesocontenido parcial
dc.pagina.final1422
dc.pagina.inicio1399
dc.publisherSpringer
dc.revistaReading and Writing
dc.rightsacceso restringido
dc.subjectEarly childhood education
dc.subjectEmergent literacy
dc.subjectClassroom literacy practices
dc.subjectTeacher knowledge
dc.subjectEarly-Childhood Educators
dc.subjectProfessional Development
dc.subjectTeacher Knowledge
dc.subjectInstructional Practices
dc.subjectLearning Opportunities
dc.subjectSchool Readiness
dc.subjectLanguage
dc.subjectRisk
dc.subjectPrekindergarten
dc.subjectVocabulary
dc.subject.ddc610
dc.subject.deweyMedicina y saludes_ES
dc.titleExploring the nature of associations between educators' knowledge and their emergent literacy classroom practices
dc.typeartículo
dc.volumen33
sipa.codpersvinculados10782
sipa.trazabilidadWOS;05-06-2021
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