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ERIC Number: ED440403
Record Type: Non-Journal
Publication Date: 1999-Dec
Pages: 54
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
The Relationships among Early Childhood Educators' Beliefs, Knowledge Bases, and Practices Related to Early Literacy.
Islam, Chhanda
A study was conducted to determine and compare the literacy beliefs, knowledge bases, and practices of early childhood educators who espouse emergent literacy and reading readiness philosophies; to explore the relationship among beliefs, knowledge bases, and practices; and to examine the degree to which beliefs, knowledge bases, and practices were dependent upon educators' demographic variables. The data were collected from 350 teachers through a survey. The data obtained were analyzed as follows: descriptive statistical analyses were performed to determine the distribution of respondents by demographic variables and total group and subgroup means of respondents' belief, knowledge base, and practice scores. The Mann Whitney U analysis and Kruskal-Wallis One-Way Analysis of Variance (ANOVA) were performed to compare the beliefs, knowledge bases, and classroom practices of respondents. The relationships among beliefs, knowledge bases, and classroom practices were tested using the Spearman rank correlation analysis. Results strongly suggest that the instructional staff in Head Start programs are more likely than those in kindergarten and first grade to be emergent literacy oriented in their beliefs and practices concerning early literacy instruction and assessment, followed by teachers in first grade. The results further indicate teachers in kindergarten were consistently more reading readiness oriented in their beliefs and practices. The results also imply that teachers in first grade may have higher levels of familiarity with literacy terms compared to the kindergarten and Head Start instructional staff, and kindergarten teachers tend to have a higher degree of familiarity with major literacy theorists. Considering the results obtained in this area and the insignificant correlations between the measures of knowledge bases, instructional beliefs, and practices, it appears that there is little or no correlation between knowledge bases (as measured by familiarity with literacy terms and theorists) and the degree to which teachers are emergent literacy oriented in their literacy beliefs and practices. Contains 16 references and 5 tables of data. Survey instruments are appended. (Author/RS)
Publication Type: Reports - Research; Speeches/Meeting Papers; Tests/Questionnaires
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A