The first objective of the current study was to determine if early childhood teachers receive feedback about their classroom practices, and the second objective was to determine if feedback predicts teachers use of recommended practices. Teachers of 3-, 4-, and 5-year-olds, employed by Head Start and centers accredited by the National Association for the Education of Young Children, were solicited. Standard and hierarchical regression was used to analyze questionnaire data from 238 respondents. Teachers reports of the quantity and quality of feedback they received were compared to their education, degree, and experience, in addition to being compared to other strategies used to train teachers. The influence of program type and presence of children with disabilities in the classroom was also analyzed. In general, teachers reported receiving little information about their performance in the classroom. When feedback was received, however, teachers reported that it was quite useful. Educational level was the single most predictive variable. Unexpected results related to the receipt of feedback compared to other strategies used to train teachers are discussed.
| Identifer | oai:union.ndltd.org:VANDERBILT/oai:VANDERBILTETD:etd-11032008-114328 |
| Date | 25 November 2008 |
| Creators | Casey, Amy M. |
| Contributors | Mark Wolery, R. A. McWilliam, Mary Louise Hemmeter, Patricia Snyder, Vicki Harris |
| Publisher | VANDERBILT |
| Source Sets | Vanderbilt University Theses |
| Language | English |
| Detected Language | English |
| Type | text |
| Format | application/pdf |
| Source | http://etd.library.vanderbilt.edu/available/etd-11032008-114328/ |
| Rights | unrestricted, I hereby certify that, if appropriate, I have obtained and attached hereto a written permission statement from the owner(s) of each third party copyrighted matter to be included in my thesis, dissertation, or project report, allowing distribution as specified below. I certify that the version I submitted is the same as that approved by my advisory committee. I hereby grant to Vanderbilt University or its agents the non-exclusive license to archive and make accessible, under the conditions specified below, my thesis, dissertation, or project report in whole or in part in all forms of media, now or hereafter known. I retain all other ownership rights to the copyright of the thesis, dissertation or project report. I also retain the right to use in future works (such as articles or books) all or part of this thesis, dissertation, or project report. |
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