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1.
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   

2.
In this cross-national study, observed process quality in preschool classrooms was compared across five countries—Austria (n = 37), Germany (n=103), Portugal (n=88), Spain (n=80), and the U.S.A. (n=390). Process quality was assessed using the Early Childhood Environment Rating Scale (ECERS) and the Caregiver Interaction Scale (CIS). Both instruments had comparable properties when used in the different countries. A MANOVA found overall ECERS differences between countries, with Austria and Germany scoring higher than Spain, and Austria higher than the U.S.A. CIS Sensitivity scale differences showed Austria and Spain with higher scores than the U.S.A. Tests of homogeneity of variance showed U.S.A. with the highest standard deviations. A discriminant analysis, using countries as groups and ECERS items as criterion variables, revealed differences between countries on two discriminant functions: Personalized Care and Availability and Use of Space and Play Materials. Results are discussed in terms of the early childhood traditions and infrastructures found in the five countries.  相似文献   

3.
The aim of this study was to examine the relationship between the educational experiences of teacher education students and their attitudes towards planning and making adaptations for children with learning disabilities in inclusive classrooms. Participants comprised pre-service teachers in the second and fourth years of teacher preparation at a major Norwegian university. Fourth-year students were completing a 1-year elective in special education (n = 34) or coursework in other subjects (n = 30). Second-year students were grouped based on their intention to take special education (n = 26) or other coursework (n = 62). Participants rated their beliefs, skills, and intended practices with regard to planning and making adaptations. No significant differences were found between second- and fourth-year students in general education courses. However, students in the special education programme held significantly higher ratings of beliefs, skills, and intended practices than did second-year students; yet, only beliefs and practices were higher for this group when compared to other fourth-year students. Findings suggest that coursework in special education can have a positive impact on attitudes towards inclusion. However, teachers’ confidence in their ability to use these adaptations may be far more difficult to foster.  相似文献   

4.
A concern for social justice pervades the espoused curriculum of many pre-service teaching programmes, but the extent to which that curriculum influences the beliefs students hold is an open question. With the goal of developing an instrument suitable for evaluating such beliefs at the degree programme level, the present study analysed responses to the Learning to Teach for Social Justice–Beliefs (LTSJ–B) Scale (Enterline, S., Cochran-Smith, M., Ludlow, J.H., & Mitescu, E. (2008). Learning to teach for social justice: Measuring change in the beliefs of teacher candidates. The New Educator, 4, 267–290. doi:10.1080/15476880802430361) from 304 Australian pre-service teachers. Exploratory factor analysis and Rasch analysis both indicated a two-factor structure, driven by a methodological artefact of item valence. We conclude from these findings that a short, five-item version of the LTSJ–B Scale would suitably balance psychometric and pragmatic considerations, in the broader context of working within an institutionally aligned system of teaching evaluation with multiple levels.  相似文献   

5.
This study took place six years after the introduction of a national early literacy curriculum in Israel. We compared the beliefs of kindergarten teachers on the importance of literacy goals with their perception of parents' and the educational system's beliefs. We examined teachers' self-reported practices and how these practices changed with the curriculum adoption. Teachers (N = 120) responded to a closed questionnaire, and 12 of them were interviewed. Incongruence emerged between teachers' own beliefs and the beliefs they attributed to others. This incongruence facilitates understanding of the rationales for their practices and their relationships with parents and professional partners.  相似文献   

6.
Research Findings: This study, undertaken in Nicosia, Cyprus, sought to evaluate some of the hypothesized developmental benefits of developmentally appropriate practices (DAP) by investigating how the pedagogical attitudes and practices of Greek/Cypriot parents (n = 142) and teachers (n = 16) relate to 4- to 7-year-olds' (n = 142) social–emotional functioning at the end of the academic year. After taking into account potentially confounding effects of parenting attitudes and practices, only a few classroom–environment effects were detected; virtually all of these proved inconsistent with theoretical expectations, though upon reflection they proved less surprising than first imagined. Practice or Policy: Results are discussed in terms of the evidence base of DAP.  相似文献   

7.
This study examined the effects of embedding special education instruction into preservice general education assessment courses. Participants were teacher candidates in the United States enrolled in a required evaluation and measurement course (n=208). A self-report survey was developed assessing knowledge of and attitudes toward teaching students with learning disabilities. Results indicated that embedded instruction significantly increased teacher candidate's knowledge of inclusion terminology and assessment adaptations (p<.01), and improved confidence levels in meeting the needs of students with learning disabilities improved by 60% over the control group. These results suggest the need to provide faculty in the content area adequate professional development opportunities to ensure that current special education best practices are embedded across the curriculum of teacher candidates.  相似文献   

8.
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   

9.
Beliefs about knowledge have been found to relate to a variety of student outcomes and to vary across educational domains and instructional contexts. However, there are limited data on students’ beliefs about information and truth, vis-à-vis knowledge (i.e., epistemic beliefs) and how these beliefs differ across instructional settings. Undergraduates from two educational contexts, in the USA (n?=?240) and the Netherlands (n?=?72), participated in this study. While students in the USA were enrolled primarily in lecture and discussion classes, students in the Netherlands followed a problem-based learning curriculum. Beliefs about knowledge, information, and truth and their interrelations were examined across these two contexts through graphical and written justification tasks. Results from this exploratory study indicate that Dutch students were more likely than American students to depict knowledge, information, and truth as subjective and to define knowledge and information as synonymous. Commonalities and differences associated with educational backgrounds are considered in relation to instructional implications.  相似文献   

10.
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11.
Over the past decade, the field of teacher professional learning has coalesced around core characteristics of high quality professional development experiences (e.g. Borko, Jacobs, & Koellner, 2010. Contemporary approaches to teacher professional development. In P. L. Peterson, E. Baker, & B. McGaw (Eds.), International encyclopedia of education (Vol. 7, pp. 548–556). Oxford: Elsevier.; Darling-Hammond, Hyler, & Gardner, 2017. Effective teacher professional development. Palo Alto, CA: Learning Policy Institute). Many countries have found these advances of great interest because of a desire to build teacher capacity in science education and across the full curriculum. This paper continues this progress by examining the role and impact of an online professional development community within the top-down, large-scale curriculum and assessment revision of Advanced Placement (AP) Biology, Chemistry, and Physics. This paper is part of a five-year, longitudinal, U.S. National Science Foundation–funded project to study the relative effectiveness of various types of professional development in enabling teachers to adapt to the revised AP course goals and exams. Of the many forms of professional development our research has examined, preliminary analyses indicated that participation in the College Board's online AP Teacher Community (APTC) – where teachers can discuss teaching strategies, share resources, and connect with each other – had positive, direct, and statistically significant association with teacher self-reported shifts in practice and with gains in student AP scores (Fishman et al., 2014). This study explored how usage of the online APTC might be useful to teachers and examined a more robust estimate of these effects. Findings from the experience of AP teachers may be valuable in supporting other large-scale curriculum changes, such as the U.S. Next Generation Science Standards or Common Core Standards, as well as parallel curricular shifts in other countries.  相似文献   

12.
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   

13.
In response to the Covid-19 pandemic, medical educators have transformed pre-clerkship anatomy curricula into online formats. The purpose of this study was to evaluate the effectiveness and student perceptions of an online near-peer anatomy curriculum. The classes of 2022 and 2023 completed identical foundational anatomy curricula in-person, whereas the class of 2024 completed an adapted curriculum for remote online learning. Quantitative and qualitative responses were used to compare attitudes between instructional methods. Assessment scores and evaluation survey responses were collected from the classes of 2022 (n = 185), 2023 (n = 184), and 2024 (n = 183). Mean assessment scores (±SD) for the classes of 2022, 2023, and 2024 were 93.64% (±5.86), 93.75% (±4.09), and 92.04% (±4.83), respectively. Post hoc group comparisons showed the class of 2024 scored significantly lower than the two previous classes [2022: (H(1) = 18.58, P < 0.001), 2023: (H(1) = 18.65, P < 0.001)]. Mean survey results concerning curriculum quality were 4.06/5.00 for the class of 2023 and 3.57/5.0 for the class of 2024 (t(365) = 2.67, P = 0.008). Considering a small effect size (η2 = 0.034), there was no meaningful difference in student assessment scores. A potential drawback of online near-peer anatomy teaching remains in student perceptions of course quality; qualitative feedback suggested technological limitations and perceptions of online course instructors were partly responsible for lower student satisfaction. Following the Covid-19 pandemic, medical educators should incorporate the lessons learned from this unique educational inflection point to improve curricula moving forward.  相似文献   

14.
This study examined the impact of Child Development Associate (CDA) training on the beliefs and practices of early childhood teachers who did not have college degrees or early childhood college coursework. Preschool teachers who were enrolled in CDA classes (n = 76) and a comparison group of teachers (n = 50) completed two surveys of beliefs and practices. Repeated measures Multivariate Analyses of Variance indicated that the CDA training teachers decreased the amount they endorsed beliefs and practices that contrast with Developmentally Appropriate Practice over time more than the comparison teachers. Results suggest that CDA training can be an effective means of increasing the developmentally appropriateness of beliefs and self-reported practices of early childhood teachers, which past research suggests will ultimately impact classroom quality.  相似文献   

15.
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16.
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17.
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   

18.
The Career Myths Scale (CMS) was developed to assess the extent to which students subscribe to irrational beliefs regarding careers. The CMS was administered to a sample of university students (n=153) and a principal components analysis of the CMS identified the following components: Test Myths, Self-Esteem Myths, Misconceptions of Exactitude, and Career Anxiety Myths. The usefulness of the CMS in counselling students is discussed.A preliminary version of this article was presented at the International Round Table for the Advancement of Counselling Conference, Porto, Portugal, 2–6 April, 1991.  相似文献   

19.
The Concept of Environmental Education   总被引：4，自引：0，他引：4  
This exploratory study investigated elementary teachers’ beliefs about, perceived competencies for, and reported use of scientific inquiry to promote students’ learning about environmental issues and for environmental decision making and action. Data were collected through a questionnaire administered to a simple random sample of elementary teachers in and around a Midwestern university community (n = 121, r = 52%). Respondents did not differentiate between inquiry practices that promote student learning about and for the environment. While respondents believed that they should engage in these practices, they were less confident in their ability to do so, and reported spending little time engaging in these practices. Results also suggest, however, that methods courses and professional development can support elementary teachers’ use of inquiry-based teaching about and for the environment.  相似文献   

20.
Improving Biology Performance with Workshop Groups   总被引：1，自引：1，他引：1  
This 2-year quasi-experiment evaluated the effect of peer-led workshop groups on performance of minority and majority undergraduate biology students. The workshop intervention used was modeled after a program pioneered by Treisman (1992). Majority volunteers randomly assigned to workshops (n = 61) performed significantly better than those assigned to the control group (n = 60, p < 0.05) without spending more time studying. Workshop minority students (n = 25) showed a pattern of increasing exam performance in comparison to historic control minority students (n = 21), who showed a decreasing pattern (p < 0.05). Volunteers (n = 121) initially reported that biology was more interesting and more important to their futures than to nonvolunteers' (n = 435, p < 0.05). Volunteers also reported higher levels of anxiety related to class performance (p < 0.05). The relationship of anxiety to performance was moderated by volunteer status. Performance of volunteers was negatively associated with self-reported anxiety (r = –0.41, p < 0.01). Performance of nonvolunteers was unrelated to self-reported anxiety (r = –0.02). Results suggest elevated anxiety related to class performance may increase willingness to participate in activities such as workshop interventions. In addition, students who volunteer for interventions such as workshops may be at increased risk of performance decrements associated with anxiety. Even so, workshop programs appear to be an effective way to promote excellence among both majority and minority students who volunteer to participate, despite the increased risk of underperformance associated with higher levels of anxiety.  相似文献   

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