Abstract
One of the primary influences on the quality of child care classrooms is teacher behavior, and a critical component of teacher behavior is verbal communication. This study examined the quality of teacher verbalizations with young children in preschool classrooms. Nineteen of the teachers were enrolled in community college courses in early childhood education and child development between pre- and posttesting and fifteen were not. Results indicated that although there was significant improvement on a measure of global classroom quality for those teachers involved in college coursework, teacher verbalizations did not become more appropriate. These findings are discussed in light of current teacher education programs and policy issues.
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