Hickey, Meghan C.2010-09-162010-09-162010-06https://hdl.handle.net/11299/93917University of Minnesota Ph.D. dissertation. June 2010. Major: Educational Psychology. Advisor: Dr. James E. Ysseldyke. 1 computer file (PDF); vi, 104 pages, appendices A-C.This study sought to ascertain to ascertain the relative contribution of setting, teacher, and child variables to the prediction of the amount of language teachers used in their toddler classrooms as well as the amount of engaged conversations they had with children. The Language ENvironment Analysis (LENA) system, Early Childhood Environment Rating Scale (ECERS) and Teacher Beliefs Scale (TBS) were used. Child variables included age, gender, and disability, English language learner, and poverty (tuition subsidy) status. Results indicated that classroom quality, teacher education and experience, teacher pedagogy, and the percentage of tuition subsidy students in the classroom predicted adult word rates; however, they were not significant independent predictors. No significant relationships were found for conversational turns. Study limitations and implications for policy and practice are discussed.en-USAdult wordConversational turnLanguageLENAToddlersEducational PsychologyThesis or Dissertation