Using collaborative assessment to examine the relationship between self-reported beliefs and the documentable practices of preschool teachers
- Authors
- McMullen, M.B.; Elicker, J.; Goetze, G.; Huang, H.-H.; Lee, S.-M.; Mathers, C.; Wen, X.; Yang, H.
- Issue Date
- Aug-2006
- Keywords
- Developmentally appropriate practices; Early childhood education; Preschool curriculum
- Citation
- Early Childhood Education Journal, v.34, no.1, pp 81 - 91
- Pages
- 11
- Journal Title
- Early Childhood Education Journal
- Volume
- 34
- Number
- 1
- Start Page
- 81
- End Page
- 91
- URI
- https://scholarworks.bwise.kr/cau/handle/2019.sw.cau/25569
- DOI
- 10.1007/s10643-006-0081-3
- ISSN
- 1082-3301
- Abstract
- 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. © 2006 Springer Science+Business Media, Inc.
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