No description available.

No description available.

This study utilized a causal-comparative design to investigate a relationship between the independent variable, National Board certification, and the dependent variable, perceived use of developmentally appropriate practices (DAP). A self-developed survey, the Early-childhood Teacher Inventory of Practices (E-TIP), was emailed to participants to collect data comparing differences in perceived use of DAP among early childhood teachers. Two hundred and forty-six Non-National Board certified (Non-NBCT) and 135 National Board certified (NBCT) early childhood teachers were surveyed. Inferential and descriptive statistics were used to analyze scores to determine if there was a difference in the mean scores. Descriptives were reported for age, years of teaching experience, grade level currently teaching, ethnicity, degree type, certification type, and degree level. Multiple analysis of variance (MANOVA) and univariate analysis of variance (ANOVA) were used to understand the differences between perceived use of DAP. NBCTs scored significantly higher than Non-NBCTs on the E-TIP in three of the four target areas and on the Total of the Scale. Pearson product-moment corelations were used to determine a relationship between years of experience or level of education and NBCTs' perceived use of DAP. Years of experience were significantly related, but level of education was not. The findings indicate that National Board certified teachers perceive they incorporate more developmentally appropriate practices into their teaching than Non-National Board certified teachers.

The purpose of the study was to investigate the relationships among preschool teachers&rsquo / and preschoolers&rsquo / parents&rsquo / developmentally appropriate practice (DAP) and developmentally inappropriate practice (DIP) beliefs in relation to parental involvement attitudes and perceived parental involvement barriers. To reach to the purposes of the study, data were collected from 279 teachers and 589 parents via a demographic information questionnaire and two main data collection instruments. The demographic information questionnaire aimed to obtain information about the participant&rsquo / s gender, age and educational level. In order to collect information from teachers and parents regarding their beliefs about developmentally appropriate practice / Teachers&rsquo / Beliefs Scale (TBS) (Burts et al., 2000) and the parent adaptation of the scale, Parents&rsquo / Beliefs Scale (Yen, 2008) were used. To ascertain parents&rsquo / and teachers&rsquo / attitudes and the barriers on parental involvement, the School and Family Partnerships Questionnaire (Epstein &amp / Salinas, 1993) was used. The investigation of the relationship between the teachers&rsquo / and parents&rsquo / DAP and DIP beliefs in relation to their parent involvement attitudes (PIA), parent involvement barriers (PIB) revealed significant results. The findings of the study revealed that both the teachers&rsquo / and parents&rsquo / PIA and PIB made significant contributions to their DAP and DIP beliefs. As found in the current study, the interaction between the teachers and parents should be increased to help children develop in the most appropriate way. In order to increase this relationship, a detailed focus on the parental involvement paradigm should be undertaken.

Thesis (Ph. D.)--Miami University, Dept. of Educational Leadership, 2004. / Title from second page of PDF document. Includes bibliographical references (p. 202-231).

Little is known about the curricular practices or thinking of early childhood teachers attempting to use developmentally appropriate practices in public school primary grades. The purpose of this study was to investigate four primary grade teachers' thoughts and classroom practices, through observation, interviews, and classroom schedules. Data were analyzed following the procedures for open, axial, and selective coding as explained by Strauss (1987). All four teachers exhibited common elements: educational beliefs consistent with those of the National Association for the Education of Young Children; frustration with their school's curriculum; and the combination of a rich pattern of guidance strategies in the use of whole group math and language instruction. The curricular practices are viewed as a compromise between the teachers' personal beliefs and the expectations of their schools. They reflect the historical difficulty of using a child-centered curriculum in a public school setting.

Research supports the knowledge that there exist many models on and definitions of school readiness within early education. Additionally, research shows that utilizing developmentally appropriate practices (DAP) produces positive short and long term results for students; indicating the effectiveness and necessity for DAP in the classroom. The study sought to inform teachers via presentation on the subjects of school readiness and DAP; as well as gain insight on the barriers teachers face in utilizing their school readiness and DAP knowledge base in the classroom. To accomplish this, the study used a pre-survey, presentation with discussion, and a post-survey to collect information on teachers’ knowledge and beliefs, teachers’ levels of professionalism and autonomy, as well as gain insight on how useful the presentation was for teachers. Results show teachers gained information from the presentation but may be unable to use this information in the public setting. These results are based on direct feedback from teachers, as well as the effect size of teacher’s responses on ranking school readiness characteristics and DAP/DIP items before and after the presentation. Regarding what teachers know about these topics, results indicate variance on teachers’ ideas on school readiness. Responses were sorted into three themes; specific skills, different areas of development, and the importance of early experiences. Teachers also had, on average, an appropriate ranking of DAP/DIP teaching practices in the classroom, with scores that grew stronger for some teaching practices after the presentation. Additionally, multiple-choice questions on teacher autonomy and teacher professionalism show that most teachers feel they are treated as professionals and autonomous in their positions. However, despite these results, a discussion on barriers of implementing an appropriate model of school readiness as well as DAP portrayed a much different scenario with teachers in the public setting. In fact, this study found that teachers in the public setting are very much limited by administrators in their ability to utilize ideas, curriculum, and assessments they view as appropriate in the classroom. As such, future research should seek to reach the school administrators to gain insight on the basis of their decisions, as well as educate them on the research supporting successful learning in the early education classroom.

The purpose of the study was to determine if a relationship existed between primary teacher beliefs, traditional or developmentally appropriate; and primary teacher practice, traditional or constructivist. A multi-case study design was employed for this qualitative research study. Eight teachers completed the Primary Teacher Questionnaire (PTQ) to determine the study group. Based on their responses to the teacher beliefs questionnaire, 3 teachers were chosen to further participate in the study. Three main research questions were analyzed with individual and cross-case analysis. Triangulation of data included observations, Assessment of Practices in Early Elementary Classrooms (APEEC) scores determined from observation data, and individual teacher interviews. The 3 teachers' initial data from the questionnaire were also used. The teacher with traditional beliefs demonstrated traditional practices. The teacher with developmentally appropriate beliefs demonstrated constructivist practices. The teacher whose beliefs fell in the middle demonstrated practices that were more constructivist than traditional.

Teachers’ beliefs are central to determining children’s optimal educational experiences. However, some studies related to teachers’ beliefs yielded findings that rendered beliefs and practices incongruous. Although the principles of developmentally appropriate practices that synthesize theoretical and empirical research on child development have been adapted to various contexts other than its original United States of America (USA) context, developmentally appropriate practices remain contentious as to its relevance in these contexts. What is appropriate for children’s education seems debatable, largely determined by social expectations of childhood and children. Cultural diversity seems to be the new dispensation in this discourse. Fundamentally, research on preschool teachers’ beliefs about developmentally appropriate educational practices, adds to literature about cultural context variables in preschool provision from different contexts. Purpose: This study examined how teachers’ practical experiences framed their beliefs and understanding of children’s educational experiences within a developmentally appropriate framework and a bioecological systems theory. Paradigm/Design/Methods: A constructivist paradigm within the qualitative approach guided this study. Video and photographs became the basis to elicit teachers’ beliefs about children’s educational experiences. Children’s educational experiences were analysed along five constructs related to the concept of DAP; teaching strategy, use of materials, scheduling of children’s learning, assessment, and consideration of children’s individuality. Findings: Teachers’ beliefs corroborated the DAP framework, but their practices that were more teacher-directed, contrasted the DAP principles. They used formally structured teaching approaches, as materials in three-out-of-four classes observed remained ‘silenced’. The schedules were formally structured, subject-based, with limited flexibility, as assessment for children’s learning focused on limited aspects of the cognitive domain. Conclusion: Teachers’ beliefs seemed to support educational practices that embrace the principles of DAP. However, some context-related factors, which include pressure from parents, competitive school environments, preparation for the interview, different transition requirements, peer pressure, and perceived lack of time limited their use of DAP. I extrapolate these factors to the bioecological systems theory, to understand the dynamics of early childhood education provision in Kenya. Practical implications/Originality/Value: This study adds to literature on teachers’ beliefs about children’s educational experiences from a developing country context, as well as adding to studies that have used visually elicited interviews. It also provides the details of children’s educational experiences, in part, to appreciate the current conversation on the status and the nature of focus on standards or skills-based dynamics in preschool provision. Besides, it might be the first study in Kenya to embrace the DAP framework and the bioecological systems theory. The seesaw model advanced in this study synthesizes the originality of the study by conceptualizing the theoretical as well as empirical literature on developmentally appropriate educational practices, as a valuable framework to understand and interpret competing priorities that might affect preschool provision. The seesaw model is also valuable in locating and extending the conversation about different stakeholders’ priorities, not only in Kenya, but also in other societies. / Thesis (PhD)--University of Pretoria, 2010. / Educational Psychology / unrestricted

The purpose of this study was to establish the perception of Grade One teachers regarding the school readiness of Reception Year learners in relation to the new national Curriculum Assessment and Policy Statement (CAPS). The study also provides recommendations on how to implement CAPS in Grade R so that teachers, learners and parents experience the easiest possible transition to Grade One. The research took the form of a case study, building on current trends related to the subject of Reception Year CAPS curriculum implementation, and using the Interpretive approach as its essential, functional paradigm, which focuses on experiences of the world based on the culture and previous experiences of each individual, with an emphasis on mutual understanding. By using this strategy to explore Grade One teacher perceptions regarding the school readiness of the Reception Year learners, this project was centred on an in-depth and detailed analysis of a person, group or situation as a sample of the whole, and involved a systematic collection of data and analysis. This led to a conclusions-based report on the findings, all the while focusing on five Grade One teachers and their Head of Department at a public primary school in Pretoria, Gauteng. Preliminary findings suggested that learners coming into Grade One could in fact be adequately prepared during Grade R for successful assimilation in the CAPS curriculum material, if all stakeholders overcome the challenges they face during this important phase of academic development. This study has shown that varying amounts and levels of training amongst the teachers is a hindrance to proper CAPS curriculum implementation and therefore, the Head of Department, the school and ultimately the Department of Education has to ensure parity in the area of teacher training in terms of CAPS curriculum implementation. The study has shown that, due to the different sites where learners did their Reception Year, the school and the Grade One teachers faced learners who came into their classrooms with differing levels of exposure to the formal schooling system. Some learners may have no CAPS curriculum exposure at all. This means that, if the Department of Education is to succeed in implementing the CAPS curriculum in Grade R, then it needs to assist schools more in the form of providing funds for primary schools to build and add space for the Grade R classrooms. Finally, the study showed that a language backlog remains one of the main challenges learners have to face. Historically, Early Childhood Development Centres were never required to use English as a medium of instruction. In fact, teaching in the preschool classroom, which includes Grade R, is still mostly done in one of many mother tongue languages, depending on the location of the centre. With the move to make Grade R part of formal schooling and moving the Reception Year class to a primary school, CAPS requires careful curriculum implementation from Grade R to Grade Three, although instruction in English is only required from Grade One. / Curriculum and Instructional Studies / M. Ed. (Specialisation in Curriculum Studies)