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1.
Elizabeth Todd Brown 《Journal of Early Childhood Teacher Education》2013,34(3):239-257
This was a correlational study conducted with a population of prekindergarten educators from a large, metropolitan school district. The purpose was to examine if there were relationships between and among early childhood teachers’ sense of self-efficacy, their beliefs about the importance of mathematics, and their mathematics instructional practices. Examining teachers’ efficacy and beliefs can inform educational practice and help to differentiate between more and less successful instructional practices when teaching mathematics in the early childhood classroom. Data were collected on teacher efficacy and teacher beliefs about the importance of mathematics with two self-report questionnaires. The hypothesis that the teachers higher in efficacy will rate the importance of mathematics higher on the teacher-belief scale than the teachers with lower efficacy was found to be true with this sample, but the correlation was weak. The level of efficacy of the early childhood teachers in this sample confirmed that in assessing their capabilities, they rate themselves high in instructional strategies, classroom management, and student engagement. The early childhood teachers did not rate their belief in mathematics as high as their efficacy. Observations of mathematics instructional practices were conducted with twenty teachers. It was hypothesized that the combination of high teacher efficacy and high teacher mathematics beliefs would show alignment with the presence of standards-based mathematics instructional practices. The results were not statistically significant. No correlation signals a need for more research to explore what other personal or external factors relate to mathematics instructional practices in the early childhood classroom. The research may inform pre kindergarten teachers and teacher educators about effective instructional strategies and knowledge needed to launch early childhood students on a developmentally appropriate pathway to mathematical literacy. 相似文献
2.
Jaime Smith 《Early Childhood Education Journal》2009,37(2):147-151
Sometimes students will exhibit various aggressive behaviors in the preschool classroom. Early childhood educators need to
have behavior management strategies to manage the students’ negative behaviors within the classroom setting. This article
will provide a rationale for embedding literacy instruction within behavior management strategies to assist preschool age
students with negative behaviors. Three widely used classroom management strategies will be explained: group contingencies,
anger management, and individualized behavior plans with differential reinforcement of other behaviors. Each strategy will
have developmentally appropriate literacy skills infused into it. In conclusion, a suggestion will be given to early childhood
educators on how to implement these blended management techniques. 相似文献
3.
This study explored Canadian and American pre-service elementary teachers’ self-efficacy beliefs for literacy instruction, as well as the contextual factors (i.e., course and field experiences) that contribute to these self-efficacy beliefs. Survey data were collected over a two-year period at the beginning and end of a required elementary literacy methods course that assessed pre-service teachers’ self-efficacy for literacy instruction. A content analysis of the American and Canadian literacy methods course syllabi was also conducted. Paired t test results showed no significant difference in pre-service teachers’ literacy teaching self-efficacy scores from pre-test to post-test; however, there was a significant difference in the pre-service teachers’ literacy efficacy beliefs related to oral reading from the beginning to the end of the course. A weak negative correlation was found between the Canadian pre-service teachers’ total Teachers’ Sense of Efficacy for Literacy Instruction (TSELI; Tschannen-Moran & Hoy, 2011) scores and their teaching experience specific to literacy instruction, r = ? .1, p = .04. There was a positive correlation between Canadian pre-service teachers’ self-efficacy scores related to engagement and differentiated instruction and their volunteer and work experiences. A positive correlation existed between Canadian and American pre-service teachers’ self-efficacy for reading/writing connections and university coursework related to literacy instruction. Implications for literacy teacher educators and recommendations for literacy instruction are discussed. 相似文献
4.
Hope K. Gerde Steven J. Pierce Kyungsook Lee Laurie A. Van Egeren 《Early education and development》2018,29(1):70-90
Research Findings: Quality early science education is important for addressing the low science achievement, compared to international peers, of elementary students in the United States. Teachers’ beliefs about their skills in a content area, that is, their content self-efficacy is important because it has implications for teaching practice and child outcomes. However, little is known about how teachers’ self-efficacy for literacy, math and science compare and how domain-specific self-efficacy relates to teachers’ practice in the area of science. Analysis of survey and observation data from 67 Head Start classrooms across eight programs indicated that domain-specific self-efficacy was highest for literacy, significantly lower for science, and lowest for math. Classrooms varied, but in general, engaged in literacy far more than science, contained a modest amount of science materials, and their instructional support of science was low. Importantly, self-efficacy for science, but not literacy or math, related to teachers frequency of engaging children in science instruction. Teachers’ education and experience did not predict self-efficacy for science. Practice or Policy: To enhance the science opportunities provided in early childhood classrooms, pre-service and in-service education programs should provide teachers with content and practices for science rather than focusing exclusively on literacy. 相似文献
5.
Ying Guo Joan N. Kaderavek Shayne B. Piasta Laura M. Justice Anita McGinty 《Early education and development》2013,24(2):206-233
Research Findings: This study investigated relations among preschool teachers' (n = 75) sense of community, classroom language and literacy instructional quality, and children's (n = 398) gains in vocabulary and print concept knowledge during an academic year. Hierarchical linear modeling (HLM) results indicated that teachers' language and literacy instructional quality significantly predicted children's gains in print concept knowledge. Also, HLM results revealed significant interactions among teachers' sense of community, language and literacy instructional quality, and vocabulary and print concept knowledge gains. Higher levels of teachers' sense of community were associated with greater gains in children's vocabulary and print concept knowledge when children were in classrooms with higher quality language and literacy instruction. Practice or Policy: Findings underscore the importance of evaluating both language and literacy instructional quality and teachers' sense of community when considering high-quality preschool education. 相似文献
6.
This study explored the antecedents of self-efficacy beliefs for literacy instruction and the relationship of these beliefs to self-efficacy for teaching in general. Factor analysis demonstrated construct validity of the measure of TSELI developed. Moderate correlations between TSELI and the more general TSES suggest that while there is some overlap, they are not the same thing. In a regression analysis, the quality of university preparation, highest level of education, participation in a book club, school level, resources available for classroom books, teachers’ sense of efficacy for instructional strategies and for student engagement all explain variance in TSELI. 相似文献
7.
The components of effective reading instruction are the same whether the focus is prevention or intervention: phonemic awareness and phonemic decoding skills, fluency in word recognition and text processing, construction of meaning, vocabulary, spelling, and writing. Findings from evidence-based research show dramatic reductions in the incidence of reading failure when explicit instruction in these components is provided by the classroom teacher. To address the needs of children most at risk of reading failure, the same instructional components are relevant but they need to be made more explicit and comprehensive, more intensive, and more supportive in small-group or one-on-one formats. The argument is made that by coordinating research evidence from effective classroom reading instruction with effective small-group and one-on-one reading instruction we can meet the literacy needs of all children. 相似文献
8.
Virginia E. Vitiello Olga Moas Heather A. Henderson Daryl B. Greenfield Pelin M. Munis 《Early education and development》2013,24(3):302-322
Research Findings: The purpose of this study was to examine whether child temperament differentially predicted academic school readiness depending on the quality of classroom interactions for 179 Head Start preschoolers. Teachers rated children's temperament as overcontrolled, resilient, or undercontrolled in the fall and reported on children's language/literacy and math skills continuously throughout the year. Observations of classroom emotional and instructional support were conducted in the spring. Results from multilevel models indicated that overcontrolled children (compared to resilient children) made greater math gains in classrooms with higher instructional support, whereas a trend-level effect suggested that undercontrolled children (compared to resilient children) made lower math gains in classrooms with lower emotional support. Results also showed that resilient children's gains in language/literacy were more positively associated with high emotional support than were the scores of overcontrolled children. Practice or Policy: This study adds to prior findings suggesting that overcontrolled and undercontrolled children need special attention in the preschool classroom. Teachers and administrators may want to carefully consider the effect that classroom interactions and instructional techniques have on individual children and attempt to tailor instruction to meet the individual needs of children within classrooms. 相似文献
9.
Rebecca J. Bulotsky-Shearer Elizabeth R. Bell Tracy M. Carter Sandy L. R. Dietrich 《Early education and development》2014,25(6):815-840
Research Findings: The present study examined the degree to which the association between interactive peer play and academic skills was dependent upon the level of classroom quality for a representative sample of culturally and linguistically diverse urban Head Start children (N = 304 children across 53 classrooms). Peer play interactions within the classroom were assessed by teacher assistants in the fall of the year; observations of the quality of classroom instructional, emotional, and organizational support were conducted in the middle of the year; and norm-referenced direct assessments of literacy, language, and mathematics skills were administered in the spring. Findings from multilevel models indicated that disruptive and disconnected peer play behaviors early in the preschool year were associated with lower literacy and language skills regardless of classroom quality. However, interactive peer play early in the year was associated with higher mathematics outcomes when children were enrolled in classrooms characterized by high instructional support. Practice or Policy: Implications for early childhood research, practice, and policy are discussed. 相似文献
10.
Shayne B. Piasta Laura M. Justice Ann A. O'Connell Susan A. Mauck Melissa Weber-Mayrer Rachel E. Schachter 《Journal of research on educational effectiveness》2017,10(2):354-378
The current study investigated the effectiveness of large-scale, state-sponsored language and literacy professional development (PD) intended to improve early childhood educators' knowledge, beliefs, and practices. PD was offered in a real-world context and delivered at-scale across the state, implemented by an independent contractor. Educators (n = 535) were randomly assigned to participate in one of three types of PD: 30 hrs of language and literacy PD presented in a workshop format, 30 hrs of language and literacy PD plus monthly coaching, or PD on alternative topics (comparison). Baseline and outcome measures were collected by an independent research team to determine PD effectiveness. Growth curve analyses showed little change in educator outcomes over an 18-month period, with no differences among conditions or evidence of moderation by educator or classroom characteristics. Explanations for lack of PD impacts and the importance of evaluating educational investments are discussed. 相似文献
11.
Elizabeth Willis Laura Dinehart Leonard Bliss 《Journal of Early Childhood Teacher Education》2013,34(2):168-184
The extent to which teachers understand the concept of self-regulation skills and how best to implement practices that enhance self-regulation in children in the early childhood education classroom remains unexamined. The purpose of this study is to examine the psychometric properties of the self-reporting Early Childhood Educators Knowledge of Self-Regulation Questionnaire (ECESRQ) instrument designed to identify teachers’ knowledge and instruction of self-regulation skills in the classroom. Exploratory factor analysis (EFA) was used to determine three latent factors: teacher attitudes and beliefs, classroom management techniques, and child behavior. The findings identified parallel the literature in the preservice teacher-training arena, suggesting a theoretical basis for the underlying constructs. EFA contributed to establishing good estimates of construct validity in the ECESRQ; in addition Cronbach’s alpha results demonstrated moderate levels of internal reliability. Pearson correlation was used to additionally determine the extent to which teachers understand self-regulatory skills and their ability to implement effective tools in the classroom to enhance these skills. Results and implications for practice in the early childhood classroom are discussed. 相似文献
12.
Robert C. Pianta Jessica E. Whittaker Virginia Vitiello Arya Ansari Erik Ruzek 《Early education and development》2018,29(6):797-813
Research Findings: The present study used data from 117 publicly funded preschool classrooms within a large, diverse, suburban county to describe teacher practices and child engagement along with classroom activity settings and children’s exposure to instructional content. Practice or Policy: Results from this investigation revealed that children spent the largest share of the day in teacher-directed whole-group instruction and in free play and very little time was spent in individual and small-group settings. Although a 3rd of the school day was dedicated to academic activities, there were few opportunities for socioemotional learning, and children spent roughly a 3rd of the school day in routines/transitions and meals. Few differences emerged in the classroom observations across school- and community-based programs; however, more educated and experienced teachers spent more time teaching and in teacher-directed instruction. 相似文献
13.
C. Melanie Schuele PhD Laura M. Justice Sonia Q. Cabell Kathy Knighton Beverly Kingery Marvin W. Lee 《Early education and development》2013,24(5):726-752
Research Findings: This study reports on the outcomes of a multisite, two-tiered, response-to-intervention instructional model for delivering phonological awareness instruction and intervention to kindergartners. Fifty-seven kindergartners from 3 classrooms participated in a supplemental phonological awareness program, and 56 kindergartners from 3 classrooms received the prevailing school-adopted literacy curriculum. All children in the supplemental condition received supplemental classroom-based phonological awareness instruction in addition to the adopted literacy curriculum. At mid-year, 6 low literacy achievers were identified in each supplemental classroom (n = 18) to participate in an additional 12-week small-group intervention. The classroom-based supplemental curriculum did not produce statistically significant gains for typically achieving children on measures of letter–sound knowledge, word recognition, or developmental spelling. However, an add-on tier of supplemental instruction exerted a substantial advantage for low-achieving children on a measure of developmental spelling. Practice or Policy: Results suggest that a 2-tiered intervention model provides an effective means for improving the literacy outcomes of low-achieving kindergarten children. 相似文献
14.
15.
This study investigated the extent to which preschool teachers and children (ages 4–6) used literal and inferential language within the context of whole-group instruction in four kindergarten classrooms in Hong Kong. A total of 20 sessions of videotaped classroom observations of linguistic interactions between teachers and children were transcribed and then analyzed using a coding scheme to determine the cognitive complexity of teacher questions and child responses with reference to four levels of abstraction, representing a literal-to-inferential continuum. The results indicated that the teachers’ questions were predominantly literal in nature (83 %), and similarly the majority of the children’s responses (77 %) were also literal. Furthermore, it was revealed that in an average instructional session: (a) teachers produced significantly more utterances than children; (b) the difference in the quantity of teachers’ questions between literal and inferential levels was statistically significant; (c) similarly, the difference in the quantity of children’s responses between literal and inferential levels was also statistically significant; and (d) children produced a significantly larger quantity of shorter than longer utterances. As there is distinct value in whole-group instruction as a salient context for teacher–child interactive, linguistic engagement in kindergarten classrooms in Hong Kong, it is particularly vital that early childhood educators understand what types of linguistic interactions are occurring there and how to target professional development for teachers to better support language learning in young children. 相似文献
16.
Anne Henry Cash Arya Ansari Kevin J. Grimm Robert C. Pianta 《Early education and development》2019,30(1):60-81
The current study focuses on the cumulative effect on children’s early learning outcomes of the quality of teacher–child interactions over multiple years during early childhood. Using propensity score matching to minimize selection bias, we compared the academic outcomes of children who experienced consistently high-quality or consistently low-quality teacher–child interactions, as defined by the Classroom Assessment Scoring System, during prekindergarten and kindergarten. Research Findings: Results indicated statistically significant differences in directly assessed language and literacy skills between children who experienced consistently high- and consistently low-quality instructional support. This was true after just 1 year, and gains were even greater for children who experienced high levels of instructional support over 2 years. Emotional support and classroom organization were not associated with children’s academic learning. Practice or Policy: Although children experience cumulative benefits in response to high-quality instructional supports over 2 years, relatively few children have access to such opportunities. We discuss these results in light of limited consistency in children’s experiences over the early school years and the presence of selection bias. 相似文献
17.
Allison H. Friedman-Krauss C. Cybele Raver Juliana M. Neuspiel John Kinsel 《Early education and development》2014,25(5):681-702
Research Findings: The current article explores the relationship between teachers’ perceptions of child behavior problems and preschool teacher job stress, as well as the possibility that teachers’ executive functions moderate this relationship. Data came from 69 preschool teachers in 31 early childhood classrooms in 4 Head Start centers and were collected using Web-based surveys and Web-based direct assessment tasks. Multilevel models revealed that higher levels of teachers’ perceptions of child behavior problems were associated with higher levels of teacher job stress and that higher teacher executive function skills were related to lower job stress. However, findings did not yield evidence for teacher executive functions as a statistical moderator. Practice or Policy: Many early childhood teachers do not receive sufficient training for handling children's challenging behaviors. Child behavior problems increase a teacher's workload and consequently may contribute to feelings of stress. However, teachers’ executive function abilities may enable them to use effective, cognitive-based behavior management and instructional strategies during interactions with students, which may reduce stress. Providing teachers with training on managing challenging behaviors and enhancing executive functions may reduce their stress and facilitate their use of effective classroom practices, which is important for children's school readiness skills and teachers’ health. 相似文献
18.
Sheila Degotardi Amy Gill 《Early Years: An International Journal of Research and Development》2019,39(1):97-113
This study examined infant educators’ beliefs about infant language development in the context of early childhood classrooms. Participants were 59 educators who were employed to work directly with under-two-year-old children. Educators were interviewed to determine their understandings of infant language development and Grounded Theory qualitative techniques were used to develop a conceptual model which illustrates their perceptions of the relationships between contextual, personal and teaching and learning components of their classroom contexts. The model provides a means of conceptualising ‘insider’ practitioner voices on how, as a dynamic system, contextual, individual and pedagogical components mutually interact to bring about the kinds of experiences and interactions that can shape language development. Findings have implications for understanding educators’ perspectives on infant room quality, suggesting that issues related to educator-infant ratios, staff consistency, qualifications and professional knowledge about language development processes may impact efforts to provide intentional language development support. 相似文献
19.
Emily J. Solari Tricia A. Zucker Susan H. Landry Jeffrey M. Williams 《Early education and development》2016,27(7):1060-1076
With increased demand for improved early childhood education services, it is important to better understand the essential professional development resources that have the greatest impact on both teacher and child outcomes. This study compared the effectiveness of two teacher-training models in bilingual Migrant and Seasonal Head Start and Head Start classrooms. Both conditions included the use of a technology-based student progress-monitoring tool. The progress monitoring provided detailed feedback on students’ progress 15 across the academic year and helped organize instructional groupings. The comprehensive treatment condition included biweekly professional development sessions, in-class mentoring, and provision of classroom materials, whereas the treatment-control condition included only the provision of a limited set of classroom materials. Across multiple sites in Texas, 49 pretest and posttest teacher observations and bilingual child assessments were collected on a subsample of students (n = 387). Research Findings: Improvements in teaching behaviors were observed in both experimental conditions; no significant differences were observed between teachers across conditions. Three measures of child language and literacy growth differed significantly, favoring the comprehensive treatment model, but most outcomes did not differ significantly between groups. Practice or Policy: Implications of these mixed findings and future research directions are discussed. 相似文献
20.
This longitudinal study examined the extent to which teachers’ participation in a 3-year professional development program enhanced their self-efficacy and prompted changes in science instruction in the early elementary grades. The study used a mixed-methods design, and included 39 teachers who taught in kindergarten, first grade, or second grade classrooms in rural school districts. Data sources, administered pre-program and at the end of each year, included a self-efficacy assessment and teacher survey. Interviews and classroom observations provided corroborating data about teachers’ beliefs and science instruction. Results showed significant increases in teachers’ overall self-efficacy in teaching science, personal efficacy, and outcome expectancy efficacy during the 3 years. Gains in self-efficacy were correlated with changes in reported instructional practices, particularly student participation activities. However, changes in self-efficacy tended not to be correlated with changes in instructional time. Contextual factors beyond teachers’ direct control, such as curricular and testing requirements in mathematics and language arts influenced time allotted to science instruction. 相似文献