Using collaborative assessment to examine the relationship between self-reported beliefs and the documentable practices of preschool teachers

被引：59

作者：

McMullen M.B. ^{[1
]}

Elicker J. ^{[2
]}

Goetze G. ^{[2
]}

Huang H.-H. ^{[3
]}

Lee S.-M. ^{[4
]}

Mathers C. ^{[2
]}

Wen X. ^{[5
]}

Yang H. ^{[6
]}

机构：

[1] Department of Curriculum and Instruction, School of Education, Indiana University, Bloomington, IN

[2] Purdue University, West Lafayette, IN

[3] National Taipai College of Nursing, Taipai

[4] Chung-Ang University, Seoul

[5] Erikson Institute, Chicago, IL

[6] Baekseok University, Cheonan

来源：

Early Childhood Education Journal | 2006年 / 34卷 / 1期

关键词：

Developmentally appropriate practices; Early childhood education; Preschool curriculum;

D O I：

10.1007/s10643-006-0081-3

中图分类号：

学科分类号：

摘要：

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.

引用

页码：81 / 91

页数：10

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