Predictors of developmentally appropriate classroom practices in kindergarten through third grade |
| |
| Authors: | Kelly L Maxwell R A McWilliam Mary Louise Hemmeter Melinda Jones Ault John W Schuster |
| |
| Institution: | 1. Department of Economics, University of Chicago, United States;2. Department of Economics and Business Economics, Aarhus University, Denmark |
| |
| Abstract: | This study was designed to (a) test the psychometric properties of a new observation measure of developmentally appropriate classroom practices in kindergarten through third-grade classrooms, and (b) determine how well classroom and teacher characteristics predict developmentally appropriate classroom practices. Teacher-reported and observational data from 69 classrooms provided support for construct validity, internal consistency, and interrater agreement of the Assessment of Practices in Early Elementary Classrooms (APEEC) measure. Hierarchical multiple regression analyses indicated that classroom characteristics (grade, class size, number of children with disabilities), teacher characteristics (education level, years of experience) and teacher beliefs (developmentally appropriate beliefs and developmentally inappropriate beliefs) accounted for 42% of the variance in observed classroom practices. With all variables in the model, teacher education, grade, and beliefs in developmentally appropriate and inappropriate practice accounted for most of the variance in observed classroom practices. |
| |
| Keywords: | |
| 本文献已被 ScienceDirect 等数据库收录！ |
|
