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Getting Better: Instructional Practices of Preschool Teachers that Support Academic Growth in Students

Grubb, Sarrah J
http://orcid.org/0000-0003-2257-8308
http://rave.ohiolink.edu/etdc/view?acc_num=miami1469179710

Abstract Details

2016, Doctor of Philosophy, Miami University, Educational Leadership.
A strong preschool experience is paramount for later academic success. Extensive research supports the idea that the teacher has substantial influence on student success. This study explores the connection between classroom teacher-student interactions and student academic gains. What types of practices do preschool teachers actively implement as support to bolster student learning?
Kate Rousmaniere (Committee Chair)
Kathleen Knight Abowitz (Committee Member)
Denise Taliaferro Baszile (Committee Member)
Kevin Ray Bush (Committee Member)
65 p.
Education; Preschool Education
Instructional Practice, Teacher-Student Interactions, Preschool

Recommended Citations

Citations

  • Grubb, S. J. (2016). Getting Better: Instructional Practices of Preschool Teachers that Support Academic Growth in Students [Doctoral dissertation, Miami University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=miami1469179710

    APA Style (7th edition)

  • Grubb, Sarrah. Getting Better: Instructional Practices of Preschool Teachers that Support Academic Growth in Students. 2016. Miami University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=miami1469179710.

    MLA Style (8th edition)

  • Grubb, Sarrah. "Getting Better: Instructional Practices of Preschool Teachers that Support Academic Growth in Students." Doctoral dissertation, Miami University, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=miami1469179710

    Chicago Manual of Style (17th edition)

miami1469179710
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This open access ETD is published by Miami University and OhioLINK.