Using collaborative assessment to examine the relationship between self-reported beliefs and the documentable practices of preschool teachers
DC Field | Value | Language |
---|---|---|
dc.contributor.author | McMullen, M.B. | - |
dc.contributor.author | Elicker, J. | - |
dc.contributor.author | Goetze, G. | - |
dc.contributor.author | Huang, H.-H. | - |
dc.contributor.author | Lee, S.-M. | - |
dc.contributor.author | Mathers, C. | - |
dc.contributor.author | Wen, X. | - |
dc.contributor.author | Yang, H. | - |
dc.date.available | 2019-06-10T08:30:59Z | - |
dc.date.issued | 2006-08 | - |
dc.identifier.issn | 1082-3301 | - |
dc.identifier.uri | https://scholarworks.bwise.kr/cau/handle/2019.sw.cau/25569 | - |
dc.description.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. | - |
dc.format.extent | 11 | - |
dc.language | 영어 | - |
dc.language.iso | ENG | - |
dc.title | Using collaborative assessment to examine the relationship between self-reported beliefs and the documentable practices of preschool teachers | - |
dc.type | Article | - |
dc.identifier.doi | 10.1007/s10643-006-0081-3 | - |
dc.identifier.bibliographicCitation | Early Childhood Education Journal, v.34, no.1, pp 81 - 91 | - |
dc.description.isOpenAccess | N | - |
dc.identifier.scopusid | 2-s2.0-33747861146 | - |
dc.citation.endPage | 91 | - |
dc.citation.number | 1 | - |
dc.citation.startPage | 81 | - |
dc.citation.title | Early Childhood Education Journal | - |
dc.citation.volume | 34 | - |
dc.type.docType | Article | - |
dc.publisher.location | 미국 | - |
dc.subject.keywordAuthor | Developmentally appropriate practices | - |
dc.subject.keywordAuthor | Early childhood education | - |
dc.subject.keywordAuthor | Preschool curriculum | - |
dc.description.journalRegisteredClass | scopus | - |
Items in ScholarWorks are protected by copyright, with all rights reserved, unless otherwise indicated.
84, Heukseok-ro, Dongjak-gu, Seoul, Republic of Korea (06974)02-820-6194
COPYRIGHT 2019 Chung-Ang University All Rights Reserved.
Certain data included herein are derived from the © Web of Science of Clarivate Analytics. All rights reserved.
You may not copy or re-distribute this material in whole or in part without the prior written consent of Clarivate Analytics.