The purpose of this study was to determine if CDA preparation courses affected beliefs about developmentally appropriate practice. Pre and post online TBS surveys were completed by 299 CDA candidates from campuses across the state enrolled in the three courses, each with the same syllabus and objectives. Analysis of the demographic information gathered with the pre-survey did not reveal a significant relationship between beliefs about developmentally appropriate practice and educational level of candidate or educational level of candidate's parents. No significant relationship was found between age, experience working with children, minority status, work environment, or computer usage, and beliefs about DAP. The study revealed a positive increase in beliefs about DAP after taking one course and while the increase was small analysis of factors within the survey did find a significant increase in beliefs about developmentally appropriate practices associated with teacher control and child centered literacy. The study found no significant difference in change of beliefs between face-to-face courses and Internet courses though the N was small making the finding inconclusive. The study did suggest a significant difference in positive change of beliefs about DAP for students enrolled in hybrid courses from students enrolled in face-to-face courses. / Department of Elementary Education
| Identifer | oai:union.ndltd.org:BSU/oai:cardinalscholar.bsu.edu:handle/179874 |
| Date | January 2007 |
| Creators | Ragle, Brenda Kay |
| Contributors | Clark, Patricia A. |
| Source Sets | Ball State University |
| Detected Language | English |
| Format | 175 leaves ; 28 cm. |
| Source | Virtual Press |
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