ERIC Number: EJ1174543
Record Type: Journal
Publication Date: 2018
Abstractor: As Provided
Early Childhood General and Special Educators: An Examination of Similarities and Differences in Beliefs, Knowledge, and Practice
Spear, Caitlin F.; Piasta, Shayne B.; Yeomans-Maldonado, Gloria; Ottley, Jennifer R.; Justice, Laura M.; O'Connell, Ann A.
Journal of Teacher Education, v69 n3 p263-277 May-Jun 2018
In this study, we provide a contemporary examination of the similarities and differences between early childhood general educators (ECEs) and early childhood special educators (ECSEs) within a theoretically driven model that accounted for the associations of beliefs and knowledge with practice. We used structural equation modeling to examine the associations among these multifaceted constructs, controlling for background characteristics, for 147 ECEs and 78 ECSEs. Univariate analyses revealed differences between ECEs and ECSEs on measures of beliefs, knowledge, practice, and background characteristics; yet, when examining these variables in a complex model, this pattern of difference did not hold. ECSE status was predictive of differences in knowledge and one component of practice; however, in most cases, the differences between ECEs and ECSEs were not statistically significant. Implications of the findings and the importance of examining the associations of beliefs, knowledge, and practice within a complex system are discussed.
Descriptors: Early Childhood Education, Regular and Special Education Relationship, Special Education Teachers, Preschool Teachers, Teacher Attitudes, Knowledge Level, Pedagogical Content Knowledge, Educational Practices, Comparative Analysis, Structural Equation Models, Statistical Analysis, Teacher Characteristics, Predictor Variables, Statistical Significance, Teacher Effectiveness, Self Efficacy, Measures (Individuals), Teacher Evaluation
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Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education; Preschool Education
Sponsor: Institute of Education Sciences (ED)
Authoring Institution: N/A
Identifiers - Location: Ohio
IES Funded: Yes