共查询到20条相似文献，搜索用时 31 毫秒
1.
《Early childhood research quarterly》1998,13(3):459-483
This study identified classroom characteristics and teacher characteristics that were related to the self-reported beliefs and classroom practices of first, second, and third grade teachers. Teachers (n = 277) representing 77% of the potential subjects completed and returned The Primary Teacher's Beliefs and Practices Survey, a measure based on the developmentally appropriate standards advocated by NAEYC. Factor analyses of the survey supported the use of four proposed subscales: developmentally appropriate beliefs, developmentally appropriate activities, developmentally inappropriate beliefs, and developmentally inappropriate activities. Hierarchical multiple regression analyses indicated that classroom characteristics (class size, grade level, number of children with disabilities, and number of children on free or reduced lunch) and teacher characteristics (perceived relative influence and area of certification) predicted teacher beliefs and practices. After controlling for the classroom variables, teacher characteristics added significantly to the prediction of developmentally inappropriate activities. 相似文献
2.
The researchers conducting this study investigated the relationship between early childhood teachers' educational levels and their beliefs about appropriate and inappropriate practices by examining the differences between lead teachers and teacher assistants in publicly funded prekindergarten classrooms. For this purpose, the researchers analyzed self-reported teachers' beliefs using analysis of variance and examined 26 individual items. Findings of this study suggest that lead teachers endorsed developmentally appropriate practices more strongly than did teacher assistants. Teacher assistants were more likely than lead teachers to agree with developmentally inappropriate practices. Despite the significant differences between the two groups of teachers, it is important to note that there was a general tendency for both lead teachers and teacher assistants to endorse developmentally appropriate practices. Thus, although there appears to be a link between teachers' educational levels and teacher beliefs, teachers' educational levels alone may not be sufficient for understanding their beliefs and practices in the classroom. Implications for practice and future research in teacher education are also discussed. 相似文献
3.
《Early education and development》2013,24(2):225-238
Within early childhood research considerable emphasis has been placed on examining teachers' beliefs about developmentally appropriate practices in the classroom. The purpose of this study was to describe Head Start teacher beliefs and self-reported practices as they relate to classroom quality and examine the potential differences in the beliefs of those teaching in high, average, and low quality classrooms. Scores on two subscales, appropriate and inappropriate, for both self-reported beliefs and practices were used as the dependent variables. Analysis of variance was used to examine differences between the self-reported beliefs and practices of teachers in classrooms of differing quality. The results for both the appropriate beliefs and appropriate activities subscales were statistically nonsignificant. However, the results for the two inappropriate subscales were statistically significant. These results would seem to indicate that teachers in the low quality group tended to respond more favorably to statements about inappropriate beliefs and practices than did those teachers in either the high or average quality classrooms. These findings provide important information about offering professional development opportunities for Head Start teachers that focus on providing theoretical perspectives on children's development and instructional practices aimed at changing beliefs about teaching practices. 相似文献
4.
Frances McCarty Martha Abbott-Shim Richard Lambert 《Early education and development》2001,12(2):225-238
Within early childhood research considerable emphasis has been placed on examining teachers' beliefs about developmentally appropriate practices in the classroom. The purpose of this study was to describe Head Start teacher beliefs and self-reported practices as they relate to classroom quality and examine the potential differences in the beliefs of those teaching in high, average, and low quality classrooms. Scores on two subscales, appropriate and inappropriate, for both self-reported beliefs and practices were used as the dependent variables. Analysis of variance was used to examine differences between the self-reported beliefs and practices of teachers in classrooms of differing quality. The results for both the appropriate beliefs and appropriate activities subscales were statistically nonsignificant. However, the results for the two inappropriate subscales were statistically significant. These results would seem to indicate that teachers in the low quality group tended to respond more favorably to statements about inappropriate beliefs and practices than did those teachers in either the high or average quality classrooms. These findings provide important information about offering professional development opportunities for Head Start teachers that focus on providing theoretical perspectives on children's development and instructional practices aimed at changing beliefs about teaching practices. 相似文献
5.
How early childhood teacher beliefs vary across grade level 总被引：5，自引：0，他引：5
The continuum of beliefs reported by early childhood teachers (Head Start through third grade) and how those beliefs relate to classroom practice were explored in this article. Head Start, kindergarten, first-, second-, and third-grade teachers’ beliefs and self-reported practices were measured by three different instruments. These included the Early Childhood Survey of Beliefs and Practices (Marcon, 1988), and the Teacher Beliefs Scale (Charlesworth et al 1990 and Charlesworth). Each classroom was also observed using the Classroom Practices Inventory (Hyson and Vartuli 1992). The belief measures were moderately correlated and observed practices supported what teachers reported as their beliefs and practices. Beliefs were significantly more appropriate than practice at every grade level. As the grade level increased the level of self-reported developmentally appropriate beliefs and practices decreased. The same held true for observed practice. Teachers in first, second, and third grade did not rate developmentally appropriate practices as high as Head Start and kindergarten teachers. Teachers with fewer years of teaching experience and those with certification in early childhood education were more likely to believe in and use more developmentally appropriate practices. 相似文献
6.
《Early childhood research quarterly》1997,12(1):3-27
Primary grade teachers attempting to implement developmentally appropriate practice (DAP) in their classrooms must contend with the competing professional paradigms of early childhood education and elementary schooling. In this article I describe the practices of one primary grade teacher to give a picture of how these tensions play out in one public elementary school setting. Though the practices of the teacher studied here embody some aspects of developmentally appropriate practice, they are also marked by problems with personal interpretation, partial adoption, and inconsistency in implementation of DAP principles. Analysis of this teacher's experience provides insight into the general challenge of implementing DAP as well as into the specific challenges facing primary grade teachers committed to developmentally appropriate teaching. 相似文献
7.
This study examined the relationship between kindergarten teachers' use of developmentally appropriate practices and their attitudes toward authority in the classroom. The study found an overall low use of developmentally appropriate practices. Instead, the classrooms exhibited academically oriented, skill-centered programs. However, kindergarten teachers who rated themselves higher in authority sharing as opposed to authority controlling were more likely to use developmentally appropriate teaching strategies as delineated by the National Association for the Education of Young Children. Aspects of the teachers' professional experience and education had little relationship to their attitudes about authority in the classroom. The positive relationship between an authority-sharing attitude and developmentally appropriate practices suggests that more importance be placed on developing teachers' and prospective teachers' attitudes about adult/child authority orientation than on simply prescribing overt teacher behavior. 相似文献
8.
《Early education and development》2013,24(6):445-457
This study examined the relationship between kindergarten teachers' use of developmentally appropriate practices and their attitudes toward authority in the classroom. The study found an overall low use of developmentally appropriate practices. Instead, the classrooms exhibited academically oriented, skill-centered programs. However, kindergarten teachers who rated themselves higher in authority sharing as opposed to authority controlling were more likely to use developmentally appropriate teaching strategies as delineated by the National Association for the Education of Young Children. Aspects of the teachers' professional experience and education had little relationship to their attitudes about authority in the classroom. The positive relationship between an authority-sharing attitude and developmentally appropriate practices suggests that more importance be placed on developing teachers' and prospective teachers' attitudes about adult/child authority orientation than on simply prescribing overt teacher behavior. 相似文献
9.
Lynda D. Jones Diane C. Burts Teresa K. Buchanan Saigeetha Jambunathan 《Journal of Early Childhood Teacher Education》2013,34(3):397-410
This study explores the beliefs and practices of nine beginning prekindergarten and kindergarten public school teachers and identified the sources of supports and barriers to their teaching. The teachers were graduates from one university's early childhood education program. Data were gathered using surveys, observations, and interviews. Overall, teachers professed to believe in and to use developmentally appropriate practices; they were also observed using more developmentally appropriate practices than developmentally inappropriate practices. Teachers reported a variety of sources of support and barriers to their teaching. Sources that were both supports and barriers were administration, co‐workers, curriculum requirements, parents, resources, and other. Sources reported only as supports were previous experiences, self, and continued education. Sources of barriers were class composition and school duties. In addition, teachers provided information about their teacher education program and on their expectations about teaching. The teachers suggested that teacher education programs needed to provide more field experiences and courses on classroom management. Some of the expectations the teachers had about teaching were unrealistic. 相似文献
10.
Xiaoxuan Lei Hongli Li Audrey J. Leroux 《Educational Assessment, Evaluation and Accountability》2018,30(1):27-46
Classroom observations have been increasingly used for teacher evaluations, and it is important to examine the measurement quality and the use of observation ratings. When a teacher is observed in multiple classrooms, his or her observation ratings may vary across classrooms. In that case, using ratings from one classroom per teacher may not be adequate to represent a teacher’s instructional quality. Drawing on the Measures of Effective Teaching (MET) dataset, this study examined the variation of a teacher’s classroom observation ratings across his or her multiple classrooms. The results indicate that the math classrooms accounted for 4.9 to 14.7% of the variance in the classroom observation ratings and English language arts (ELA) classrooms accounted for 6.7 to 15.5% of the variance in the ratings. The results of this study suggest that teachers’ multiple classrooms should be taken into consideration when classroom observation ratings are used to evaluate teachers in high-stakes settings. 相似文献
11.
《Early education and development》2013,24(2):217-238
Recently, developmentally appropriate practices have been distinguished from traditional practices and have been advocated as one way to reform primary general education classrooms. Relatively little research has examined the efficacy of developmentally appropriate versus traditional practices. In particular, concerns have been raised about the effectiveness of this approach for students with disabilities. This study examined the relationship between primary teachers' implementation of developmentally appropriate and traditional teaching methods and the mathematics achievement of general and special education students. Observations, interviews and questionnaires were used to measure the mathematics teaching practices used with general and special education students. Because developmentally appropriate and traditional teaching practices are often characterized in terms of a continuum, principal components methods were used to generate continuous composite variables that described teacher presentation, materials, grouping, and curriculum. The outcome measure was a curriculum- based measure of mathematics achievement. Principal components results showed that the composite variables most clearly associated with the developmentally appropriate v. traditional continuum were not related to mathematics achievement. Instead, consistent with previous research, achievement was associated with a reported measure of instruction that emphasized mathematical processing and strategy instruction. Further, a reported "laissez faire" method that emphasized individual student choice and treated special education students like general education students was negatively related to achievement, as was placement in special education class. 相似文献
12.
Early Childhood Teachers' Curriculum Beliefs: Are They Consistent With Observed Classroom Practices?
Research Findings: This study examined the consistency between early childhood teachers' self-reported curriculum beliefs and observations of their actual interactive behaviors with children in classrooms. Also tested was the hypothesized moderation by teacher and classroom characteristics of the association between beliefs and practices. A total of 58 preschool teachers completed a survey describing their professional backgrounds and curriculum beliefs. Their classroom practices were observed using a newly developed instrument that documented teacher interactions with children. Most teachers in this sample strongly endorsed child-initiated learning beliefs, although their beliefs about teacher-directed learning varied considerably. The most frequently observed teacher behaviors in the classroom were giving directions to children, responding to children's initiations, and engaging in non-interactive classroom management activities. Overall, teachers' curriculum beliefs and observed classroom practices were weakly correlated. However, there were moderation effects. Stronger congruence between teacher-directed learning beliefs and observed teaching behaviors was found among teachers who had more professional training and more years of teaching experience. Practice or Policy: These results support the importance of early childhood teacher professional development. They suggest that teacher preparation and professional development programs should focus on the intellectual transformation between teacher knowledge and teacher practice, promoting both aspects of development. 相似文献
13.
Lynn M. Gelzheiser Bonnie A. Griesemer Robert M. Pruzek Joel Meyers 《Early education and development》2000,11(2):217-238
Recently, developmentally appropriate practices have been distinguished from traditional practices and have been advocated as one way to reform primary general education classrooms. Relatively little research has examined the efficacy of developmentally appropriate versus traditional practices. In particular, concerns have been raised about the effectiveness of this approach for students with disabilities. This study examined the relationship between primary teachers' implementation of developmentally appropriate and traditional teaching methods and the mathematics achievement of general and special education students. Observations, interviews and questionnaires were used to measure the mathematics teaching practices used with general and special education students. Because developmentally appropriate and traditional teaching practices are often characterized in terms of a continuum, principal components methods were used to generate continuous composite variables that described teacher presentation, materials, grouping, and curriculum. The outcome measure was a curriculum- based measure of mathematics achievement. Principal components results showed that the composite variables most clearly associated with the developmentally appropriate v. traditional continuum were not related to mathematics achievement. Instead, consistent with previous research, achievement was associated with a reported measure of instruction that emphasized mathematical processing and strategy instruction. Further, a reported “laissez faire” method that emphasized individual student choice and treated special education students like general education students was negatively related to achievement, as was placement in special education class. 相似文献
14.
Beliefs about learning and enacted instructional practices: An investigation in postsecondary chemistry education 
下载免费PDF全文
下载免费PDF全文 Rebecca E. Gibbons Sachel M. Villafañe Marilyne Stains Kristen L. Murphy Jeffrey R. Raker 《科学教学研究杂志》2018,55(8):1111-1133
While research on and development of evidence‐based instructional practices (EBIPs) in STEM education has flourished, implementation of these practices classrooms has not been as prolific. Using the teacher‐centered systemic reform model as a framework, we explore the connection between chemistry instructors’ beliefs about teaching and learning and self‐efficacy beliefs, and their enacted classroom practices. Postsecondary chemistry faculty present a unique population for the study because of their role in teaching prerequisite courses, such as general and organic chemistry, which are key to many science major fields. A measure of teacher beliefs and self‐efficacy was administered to a national survey of postsecondary chemistry faculty members. Instructional practices used in a chemistry course were also collected via self‐report. While instructional practices were not directly observed, a cluster analysis of our data mirrors patterns of instructional practices found in observation‐based studies of chemistry faculty. Significant differences are found on teacher thinking and self‐efficacy measures based on enacted instructional practices. Results support the hypothesized connection between beliefs and instructional practice on a larger scale than in previous studies of this relationship, bolstering the evidence for the importance of this relationship over previously criticized results. These results present a call for reform efforts on fostering change from its core, that is, the beliefs of those who ultimately adopt EBIPs. Dissemination and design should incorporate training and materials that highlight the process by which faculty members interpret reformed practices within their belief system, and explore belief change in the complex context of education reform. 相似文献
15.
We examined changes in teachers’ beliefs regarding developmentally appropriate practice (DAP) in 2000, 2003, 2006, and 2009 using data from the Head Start Family and Child Experience Survey. In addition, we examined how teacher education, credentials, and professional experience relate to beliefs about DAP and explored how these relationships differ by cohort. We also explored teachers’ reports of time spent in math and literacy focused activities. Findings indicate that after 2003, developmentally appropriate beliefs decreased significantly, while developmentally inappropriate beliefs increased. Results also showed significant increases in the frequency of literacy activity across the decade, while the frequency of math activity was more consistent. Despite these changes, teachers with more education consistently held the most appropriate beliefs. These findings indicate that teacher education may buffer against influences of pushed down curricula and increased accountability. This study also illustrates that policies at the national level have the potential to impact children’s day-to-day classroom experiences. 相似文献
16.
The controversy over what is an appropriate early childhood curriculum has created a need for research instruments designed to measure classroom practices. This article reports on the development of a new observational measure based on the Guidelines for Developmentally Appropriate Practices of the National Association for the Education of Young Children (NAEYC). The Classroom Practices Inventory (CPI) is a 26-item rating scale tapping the curricular emphasis and emotional climate of programs for 4- and 5-year-old children. The scale demonstrated a high degree of internal consistency. Over half the measure's variance was accounted for by a factor tapping encouragement of curiosity, creativity, and provision of concrete materials. In a study of 10 preschool programs, CPI scores correlated significantly with teachers' and parents' educational attitudes. Modest relationships were found between the CPI scores of children's preschools and measures of academic skills, creativity, and anxiety. The CPI appears to be a promising measure for critically examining the concept of developmentally appropriate practices in early childhood education. 相似文献
17.
Lisa S. Goldstein 《Journal of Early Childhood Teacher Education》2013,34(1):61-71
Abstract The creation of caring classroom communities and a heightened focus on the central importance of partnerships between teachers and parents are two significant features of the revised guidelines for developmentally appropriate practices [Developmentally Appropriate Practice in Early Childhood Programs, revised ed., National Association for the Education of Young Children, Washington, DC]. This article reports findings from a study of preservice primary grade teachers’ understandings of caring in which participants developed negative, adversarial beliefs about parents during their initial field placement period. The findings in this study indicate that in order to prepare preservice teachers to meet our expectations for high quality early childhood teaching practices, we must create teacher education programs and coursework specifically aimed at developing commitments to caring community and to parent partnership. 相似文献
18.
19.
Mary Benson McMullen James Elicker Giselle Goetze Hsin-Hui Huang Sun-Mi Lee Carrie Mathers Xiaoli Wen Heayoung Yang 《Early Childhood Education Journal》2006,34(1):81-91
A team of researchers used a collaborative assessment protocol to compare the self-reported teaching beliefs of a convenience sample of preschool teachers (N = 57) to their documentable practices (i.e., practices that could be observed, recorded, and categorized using a deductive strategy). Data were examined from survey instruments, detailed classroom observations and time-sampling, curriculum materials, and program artifacts. Results indicated that when child-directed choice/play time, emergent literacy and language development activities were emphasized, teachers self-reported beliefs were more strongly aligned with developmentally appropriate practice (DAP) as a philosophy of practice. When consistent routines, organized classrooms, preplanned curriculum, and teacher-directed learning were the dominant behaviors, the teachers were found to report more “traditional” or academic-oriented beliefs. 相似文献
20.
İkbal Tuba Şahin-Sak Feyza Tantekin-Erden Sharolyn Pollard-Durodola 《Education 3-13》2018,46(1):102-116
The purpose of this study was to describe to what extent four preschool teachers in Turkey have developmentally appropriate beliefs and practices related to two dimensions of classroom management. The participants of the study were four female teachers working in Ankara. The data of this study were collected through a demographic information protocol, interviews, classroom observations, and a document review. The findings of the study showed that preschool teachers’ beliefs were closer to developmentally appropriate practices than their self-reported and actual practices. Also, teachers’ actual practices were mainly influenced by the physical characteristics of the schools and children’s characteristics. 相似文献