The purpose of this study was fourfold: to further our understanding of the effect of training on teachers' use of "bridging strategies"; to identify variables that influence teachers' use of the strategies; to explore the feasibility of using the Bridging Strategy Rating Scale (BSRS) as a feedback/evaluation tool for members of the child care and school community; to establish which strategies were least/most used. A series of two-way, 2 x 2, ANDV As, !-tests, and descriptive statistics revealed that training was partially effective in assisting teachers in their use of the "bridging strategies"; comfort with, clarity of concept, and simplicity, were identified contextual variables that influenced teachers' use of some of the strategies. T-test of control group's pretest and posttest mean score was statistically significant whereas the experimental group's was at a level that approached significance. Observing, validating, participating/conversing, managing/organizing/providing were the most used strategies and extending, problem initiating, role modeling and instructing were the least used. Interpretations and implications for early childhood teacher educators are discussed. / Ph. D.
| Identifer | oai:union.ndltd.org:VTETD/oai:vtechworks.lib.vt.edu:10919/39621 |
| Date | 04 October 2006 |
| Creators | Baiyee, Martha Ndako |
| Contributors | Family and Child Development, Sawyers, Janet K., Benson, Mark J., Stremmel, Andrew J., Rogers, Cosby Steele, Lalik, Rosary V. |
| Publisher | Virginia Tech |
| Source Sets | Virginia Tech Theses and Dissertation |
| Language | English |
| Detected Language | English |
| Type | Dissertation, Text |
| Format | x, 154 leaves, BTD, application/pdf, application/pdf |
| Rights | In Copyright, http://rightsstatements.org/vocab/InC/1.0/ |
| Relation | OCLC# 36114009, LD5655.V856_1996.B359.pdf |
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