ERIC Number: EJ757705
Record Type: Journal
Publication Date: 2006-Aug
Pages: 11
Abstractor: Author
ISBN: N/A
ISSN: ISSN-1082-3301
EISSN: N/A
Using Collaborative Assessment to Examine the Relationship between Self-Reported Beliefs and the Documentable Practices of Preschool Teachers
McMullen, Mary Benson; Elicker, James; Goetze, Giselle; Huang, Hsin-Hui; Lee, Sun-Mi; Mathers, Carrie; Wen, Xiaoli; Yang, Heayoung
Early Childhood Education Journal, v34 n1 p81-91 Aug 2006
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.
Descriptors: Preschool Teachers, Language Acquisition, Emergent Literacy, Student Attitudes, Researchers, Beliefs, Classroom Observation Techniques, Instructional Materials, Measurement Techniques, Developmentally Appropriate Practices, Teacher Guidance, Active Learning, Comparative Analysis
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Publication Type: Journal Articles; Reports - Research
Education Level: Preschool Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A