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Early Childhood Education Directors' Impacts on Social-Emotional Teaching and Learning

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dc.contributor.advisor Denham, Susanne A.
dc.contributor.author Zinsser, Katherine M
dc.creator Zinsser, Katherine M en_US
dc.date.accessioned 2013-08-09T15:38:06Z
dc.date.available 2013-08-09T15:38:06Z
dc.date.issued 2013 en_US
dc.identifier.uri https://hdl.handle.net/1920/8234
dc.description.abstract Early childhood education (ECE) centers are more than a series of contiguous classrooms. They are vibrant social communities where child and adult emotions are ever-present and integral to learning. Although much research has focused on classroom quality and teacher-child interactions that support children's social-emotional development, researchers have paid less attention to the center-level environmental factors that influence classroom climate. Like all organizations, the climate of each ECE center is, in part, set by the leadership style and skills of the top administrator: the center director. Yet, little research has been conducted to assess the influences of a director on the emotional climate of ECE programs.
dc.format.extent 110 pages en_US
dc.language.iso en en_US
dc.rights Copyright 2013 Katherine M Zinsser en_US
dc.subject Early childhood education en_US
dc.subject Developmental psychology en_US
dc.subject Emotional climate en_US
dc.subject Leadership en_US
dc.subject Social-emotional learning en_US
dc.subject Socialization en_US
dc.title Early Childhood Education Directors' Impacts on Social-Emotional Teaching and Learning en_US
dc.type Dissertation en
thesis.degree.level Doctoral en
thesis.degree.discipline Psychology en
thesis.degree.grantor George Mason University en


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