Teacher qualifications, classroom practices, family characteristics, and preschool experience: Complex effects on first graders' vocabulary and early reading outcomes.

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Teachers' Knowledge of Literacy Concepts, Classroom Practices, and Student Reading Growth (2009, background): “, credentials, years of education) to student literacy achievement has been equivocal at best (Connor et al., 2005; Goldhaber & Brewer, 1999, 2000).”
A Validation of the Classroom Assessment Scoring System in Finnish Kindergartens (2010, background): “Teacher warmth and sensitivity are also related to good early reading outcomes (Connor et al., 2005), diminished negative behavior (Bru et al.”
The Effects of Teacher Qualification, Teacher Self-Efficacy, and Classroom Practices on Fifth Graders' Literacy Outcomes (2012, methodology): “Further, as noted earlier, classroom observations were only conducted one time, and the metrics used (time sampling and qualitative rating for teacher support for learning) may have substantial amounts of error (Connor et al., 2005).”
Instruction, Student Engagement, and Reading Skill Growth in Reading First Classrooms (2009, background): “Multiple factors affect children’s learning (Bronfenbrenner, 1986; Morrison et al., 2005), with instruction and classroom environment emerging as important influences within a larger system (Connor et al., 2005), especially when conceptualized across a number of dimensions.”