Teacher Qualifications and Their Impact on the Quality of the Early Childhood Learning Environment: A Systematic Review
MetadataShow full item record
The objective of this systematic review is to synthesise the extant empirical evidence on the effects of higher teacher qualifications on early childhood learning environment. Specifically, this review will seek to answer the following question: 1. Does teacher experience, and a teacher's level and type of education, have an impact on the quality of early childhood learning environments as measured by the Early Childhood Environment Rating Scale (ECERS; Harms & Clifford, 1980), the Infant Toddler Environment Rating Scale (ITERS; Harms, Cryer, & Clifford, 2003) and their revised versions (ECERS-R (Harms, Clifford, & Cryer, 1998) and ITERS-R (Harms et al., 2003))?
The Campbell Collaboration Library of Systematic Reviews
Copyright remains with the authors 2014. This is an Open Access article distributed under the terms of the Creative Commons Attribution 3.0 Unported (CC BY 3.0) License (http://creativecommons.org/licenses/by/3.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
Education not elsewhere classified