Teacher Background Characteristics and Students' Socioemotional and Behavioral Growth in Kindergarten

• In Event: 30.080 - Roundtable Session 10
  In Roundtable Session: 30.080-13 - Redefining Dispositions: Alternate Methods for Examining Teacher Characteristics

Abstract

Recent evidence indicates that kindergarten has become more academic. Some argue that this is a positive development, given the importance of early childhood interventions. Some, however, are concerned that a rigorous kindergarten curriculum detracts from the important development of social and behavioral skills. This paper considers the association of select teacher characteristics on children’s socio-emotional and behavioral growth in kindergarten. Using the nationally representative Early Childhood Longitudinal Study, Kindergarten Class of 2010-11, we find evidence suggesting that certain teacher background characteristics may be important for predicting children’s socioemotional outcomes.

Authors

• Sarah Kabourek, Vanderbilt University - Peabody College

• Mimi Engel, University of Colorado Boulder