NotesFAQContact Us
Search Tips
ERIC Number: ED423987
Record Type: Non-Journal
Publication Date: 1998-Jul
Pages: 11
Abstractor: N/A
Reference Count: N/A
Teacher Beliefs and Classroom Structure as Influences on Head Start Classroom Quality.
Abbott-Shim, Martha; Lambert, Richard; McCarty, Frances
This study investigated the characteristics and beliefs of Head Start teachers and teacher aides and the classroom structural dimensions that are associated with Head Start classroom quality. The quality of classroom teaching practices was assessed using the Assessment Profile for Early Childhood Programs: Research Version. Teachers completed the Teacher Beliefs Scale and Instructional Activities Scale. The results provide strong support for previous research demonstrating that teacher's education and the classroom structure (including child to adult ratio and class size) are related to classroom quality for Head Start. The lack of relationship in the expected direction between teacher beliefs and educational level or years experience suggests that other factors have more influence over the beliefs of Head Start staff with regard to developmentally appropriate practices. Findings suggest that staff development training, management climate, local traditions of quality, and the informal influences that staff have on each other may be stronger determinants of teacher beliefs than formal education and experience. (JPB)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Administration for Children, Youth, and Families (DHHS), Washington, DC.
Authoring Institution: N/A