Citation

Goffin SG. Early Child Res. Q. 1989; 4(2): 187-204.

Copyright

(Copyright © 1989, Elsevier Publishing)

DOI

10.1016/S0885-2006(89)80002-X

PMID

unavailable

Abstract

Research on teacher effects has been a major area of investigation during the past decade and has become an important component of discussions addressing the quality of schooling. This review synthesizes current knowledge about teacher effects at the elementary school level and examines the findings for their implications to early education. Current research on teaching can inform early childhood educators and researchers about the complexities of teaching and learning and the importance of the teacher role. Most important the comparison highlights the distinctive characteristics of early education and its need to develop its own research agenda.