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dc.contributor.authorTimmons, Kristyen
dc.date.accessioned2020-02-24T20:09:06Z
dc.date.available2020-02-24T20:09:06Z
dc.date.issued2019
dc.identifier.citationThis is an Accepted Manuscript of an article published by Taylor & Francis in Journal of Research in Childhood Education on June 6, 2019, available online: DOI: 10.1080/02568543.2019.1609144en
dc.identifier.urihttp://hdl.handle.net/1974/27634
dc.descriptionFinal article available here: https://doi.org/10.1080/02568543.2019.1609144en
dc.description.abstractThis research examines the influence of educator and child expectations on children’s self-regulation, early reading, and vocabulary outcomes over two time points. Thirty educators (15 early childhood educators [ECEs] and 15 teachers) and 149 kindergarten children participated in the research. The educators participated in an expectation ranking questionnaire. Data collection with the children included an interview task and standardized and non-standardized assessments. Results indicate that ECE and teacher expectations were congruent at Time 1 but dissonant at Time 2, with ECEs having significantly higher expectations for children’s self-regulation, early reading, and vocabulary outcomes at Time 2. Path analyses were run to simultaneously test for direct and indirect (mediating) effects. Findings revealed that ECE and child expectations had significant positive direct effects on outcomes. The only significant direct effect from teacher expectations to child outcomes was for vocabulary, and this was a negative direct effect. This research has important and direct application to practice through professional development with pre- and in-service educators, specifically in considering the practices of high expectation educators.en
dc.language.isoenen
dc.publisherTaylor & Francisen
dc.subjectAcademic Outcomesen
dc.subjectChild Expectationsen
dc.subjectEarly Childhood Educatorsen
dc.subjectEducator Expectationsen
dc.subjectKindergartenen
dc.subjectProfessional Developmenten
dc.titleKindergarten Expectations and Outcomes: Understanding the Influence of Educator and Child Expectations on Children’s Self-Regulation, Early Reading, and Vocabulary Outcomesen
dc.typejournal articleen
dc.identifier.doihttps://doi.org/10.1080/02568543.2019.1609144


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