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Direct linkHu, Bi Ying; Guan, Lin; Ye, Feiwei; Vitiello, Virginia E.; Roberts, Sherron K.; Li, Yuan Hua; Wu, Qiong – Early Education and Development, 2023
Research Findings: This study explores how Chinese preschool teachers' enactment of Concept Development (CD) strategies, as measured by the Classroom Assessment Scoring System (CLASS), might effectively elicit children's higher-order thinking during whole-group science teaching. Participants included 25 Chinese preschool teachers and 800 young…
Descriptors: Foreign Countries, Preschool Education, Preschool Teachers, Teaching Methods
Stites, Michele L.; Brown, Elizabeth Todd – Early Child Development and Care, 2021
It is widely understood that preschool should provide children the mathematical foundational skills necessary for later success. This study examines seven preschool teachers and their use of a variety of pedagogical strategies to develop foundational mathematics concepts. Using a qualitative research design, this study uses the CLassroom…
Descriptors: Classroom Environment, Preschool Education, Preschool Teachers, Preschool Children
Deng, Tao; Hu, Bi Ying; Wang, X. Christine; Li, Yuanhua; Jiang, Chunlian; Su, Yijie; LoCasale-Crouch, Jennifer – Early Education and Development, 2023
Research Findings: This study investigated teachers' Concept development (CD) strategy use in whole-group math teaching and its associations with children's higher-order thinking processes in 25 Chinese preschool math lessons. We utilized the CD dimension within the Classroom Assessment Scoring System (CLASS) to guide our exploration. CD…
Descriptors: Foreign Countries, Classroom Environment, Preschool Teachers, Concept Formation
Neugebauer, Sabina; Sandilos, Lia; Coyne, Michael; McCoach, D. Betsy; Ware, Sharon – Early Education and Development, 2020
Research Findings: This study of kindergarten monolingual and Dual Language Learners (DLLs) (N=263; mean age = 63.40 months) and their teachers (N=27) found significant mean differences in the observed quality of language interactions in classrooms with differing proportions of DLLs. Teachers instructing in classrooms with higher numbers of DLLs…
Descriptors: Language Usage, Bilingualism, Kindergarten, Teacher Student Relationship
