The Effects of the Classroom Schedule and Teacher Beliefs on Head Start Teacher-child Interactions PDF Download
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Author: Margaret McMannr Holley
Publisher:
ISBN:
Category : Electronic dissertations
Languages : en
Pages : 227
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Book Description
Time can be examined from several viewpoints in the early childhood classroom: wasted wait time; instruction which is undifferentiated or not on the child's cognitive level, missing the child's target learning needs; the source and control of the classroom schedule; children's perceptions of time; and the current trend to maintain a rigid time schedule because of accountability demands. This study investigated Head Start preschool programs in a large midwestern urban area using an analysis of teacher beliefs and the classroom schedule. The instruments used to measure predictor variables were the Teacher Beliefs Scale (TBS) and Evaluation of the Early Childhood Classroom Schedule (EECCS); and the outcome variables were measured by observation with the Classroom Assessment Scoring System - PreK (CLASS) and the Individualized Classroom Assessment Scoring System (InCLASS). Thirty four teachers and 89 children participated. Correlation and hierarchical multiple regression were computed to assess the strength of Time can be examined from several viewpoints in the early childhood classroom: wasted wait time; instruction which is undifferentiated or not on the child's cognitive level, missing the child's target learning needs; the source and control of the classroom schedule; children's perceptions of time; and the current trend to maintain a rigid time schedule because of accountability demands. This study investigated Head Start preschool programs in a large midwestern urban area using an analysis of teacher beliefs and the classroom schedule. The instruments used to measure predictor variables were the Teacher Beliefs Scale (TBS) and Evaluation of the Early Childhood Classroom Schedule (EECCS); and the outcome variables were measured by observation with the Classroom Assessment Scoring System - PreK (CLASS) and the Individualized Classroom Assessment Scoring System (InCLASS). Thirty four teachers and 89 children participated. Correlation and hierarchical multiple regression were computed to assess the strength of Time can be examined from several viewpoints in the early childhood classroom: wasted wait time; instruction which is undifferentiated or not on the child's cognitive level, missing the child's target learning needs; the source and control of the classroom schedule; children's perceptions of time; and the current trend to maintain a rigid time schedule because of accountability demands. This study investigated Head Start preschool programs in a large midwestern urban area using an analysis of teacher beliefs and the classroom schedule. The instruments used to measure predictor variables were the Teacher Beliefs Scale (TBS) and Evaluation of the Early Childhood Classroom Schedule (EECCS); and the outcome variables were measured by observation with the Classroom Assessment Scoring System - PreK (CLASS) and the Individualized Classroom Assessment Scoring System (InCLASS). Thirty four teachers and 89 children participated. Correlation and hierarchical multiple regression were computed to assess the strength of the relationships between the predictor and criterion variables. Research question 1 asked how teacher's learner-centered use of time in the early childhood classroom, (EECCS), was related to Head Start classroom interactions and child engagement, (CLASS and inCLASS). Results indicated that EECCS was not a statistically significant predictor of CLASS scores or inCLASS scores. Research question 2 asked how teacher beliefs, (TBS), were related to Head Start classroom teacher-child interactions (CLASS), and Head Start classroom teacher-child, peer-peer, and child-material interactions, (inCLASS). No statistically significant results were found. Research question 3 asked how the early childhood classroom schedule moderated the relationship between developmentally appropriate teacher beliefs and Head Start Classroom interactions. No statistically significant results were found. Supplementary analyses were performed with activity settings and yielded several significant findings. Statistically significant changes were found for all instruments from fall to spring. Teacher beliefs and the classroom schedule were statistically significantly correlated. This study will also add to the body of literature a connection between teacher child interactions (CLASS) and child engagement with teachers, peers and tasks (inCLASS)
Author: Margaret McMannr Holley
Publisher:
ISBN:
Category : Electronic dissertations
Languages : en
Pages : 227
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Book Description
Time can be examined from several viewpoints in the early childhood classroom: wasted wait time; instruction which is undifferentiated or not on the child's cognitive level, missing the child's target learning needs; the source and control of the classroom schedule; children's perceptions of time; and the current trend to maintain a rigid time schedule because of accountability demands. This study investigated Head Start preschool programs in a large midwestern urban area using an analysis of teacher beliefs and the classroom schedule. The instruments used to measure predictor variables were the Teacher Beliefs Scale (TBS) and Evaluation of the Early Childhood Classroom Schedule (EECCS); and the outcome variables were measured by observation with the Classroom Assessment Scoring System - PreK (CLASS) and the Individualized Classroom Assessment Scoring System (InCLASS). Thirty four teachers and 89 children participated. Correlation and hierarchical multiple regression were computed to assess the strength of Time can be examined from several viewpoints in the early childhood classroom: wasted wait time; instruction which is undifferentiated or not on the child's cognitive level, missing the child's target learning needs; the source and control of the classroom schedule; children's perceptions of time; and the current trend to maintain a rigid time schedule because of accountability demands. This study investigated Head Start preschool programs in a large midwestern urban area using an analysis of teacher beliefs and the classroom schedule. The instruments used to measure predictor variables were the Teacher Beliefs Scale (TBS) and Evaluation of the Early Childhood Classroom Schedule (EECCS); and the outcome variables were measured by observation with the Classroom Assessment Scoring System - PreK (CLASS) and the Individualized Classroom Assessment Scoring System (InCLASS). Thirty four teachers and 89 children participated. Correlation and hierarchical multiple regression were computed to assess the strength of Time can be examined from several viewpoints in the early childhood classroom: wasted wait time; instruction which is undifferentiated or not on the child's cognitive level, missing the child's target learning needs; the source and control of the classroom schedule; children's perceptions of time; and the current trend to maintain a rigid time schedule because of accountability demands. This study investigated Head Start preschool programs in a large midwestern urban area using an analysis of teacher beliefs and the classroom schedule. The instruments used to measure predictor variables were the Teacher Beliefs Scale (TBS) and Evaluation of the Early Childhood Classroom Schedule (EECCS); and the outcome variables were measured by observation with the Classroom Assessment Scoring System - PreK (CLASS) and the Individualized Classroom Assessment Scoring System (InCLASS). Thirty four teachers and 89 children participated. Correlation and hierarchical multiple regression were computed to assess the strength of the relationships between the predictor and criterion variables. Research question 1 asked how teacher's learner-centered use of time in the early childhood classroom, (EECCS), was related to Head Start classroom interactions and child engagement, (CLASS and inCLASS). Results indicated that EECCS was not a statistically significant predictor of CLASS scores or inCLASS scores. Research question 2 asked how teacher beliefs, (TBS), were related to Head Start classroom teacher-child interactions (CLASS), and Head Start classroom teacher-child, peer-peer, and child-material interactions, (inCLASS). No statistically significant results were found. Research question 3 asked how the early childhood classroom schedule moderated the relationship between developmentally appropriate teacher beliefs and Head Start Classroom interactions. No statistically significant results were found. Supplementary analyses were performed with activity settings and yielded several significant findings. Statistically significant changes were found for all instruments from fall to spring. Teacher beliefs and the classroom schedule were statistically significantly correlated. This study will also add to the body of literature a connection between teacher child interactions (CLASS) and child engagement with teachers, peers and tasks (inCLASS)
Author: Jovanna Michelle Rohs
Publisher:
ISBN:
Category : Head Start programs
Languages : en
Pages : 310
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Book Description
An increased emphasis on accountability for the achievement of children at all grade levels, including preschool, has created the necessity for schools to demonstrate that all children are achieving. This emphasis has resulted in an increased interest in the study of the classroom characteristics that have an impact on the achievement of children and, in particular, the impact of classroom teachers on the achievement of children. Teacher efficacy is the one teacher characteristics found to have a consistent relationship with child achievement in elementary, middle, and high school classrooms (Woolfolk & Hoy, 1990 ). The consistency of this relationship at the preschool level has not yet been demonstrated in previous research. This dissertation presents findings from a correlational study that examined the relationship between teacher efficacy beliefs and child outcomes, and the relationship between teacher efficacy beliefs and instructional interactions. The participants were 61 Head Start lead teachers in a large mid-western metropolitan area. Teacher efficacy beliefs were measured using the 24-item Teachers' Sense of Efficacy Scale (Tschannen-Moran & Woolfolk Hoy, 2001), child outcomes were measured using a portfolio rating scale, and instructional interactions were measured using the Classroom Practices Inventory-KP (Vartuli, 1992). The study also measured job satisfaction, commitment to the field of early childhood education, and pedagogical teacher beliefs, all of which are variables that may impact teacher efficacy beliefs and/or child outcomes. The findings of this study indicate that there is no significant relationship between teacher efficacy beliefs and overall child outcomes. When child outcomes were explored by developmental and subject matter domains, a significant relationship, although low, was found between teacher efficacy and literacy, No significant relationship was found between teacher efficacy and instructional interactions. A supplementary analysis, however, revealed a significant relationship between instructional interactions and overall child outcomes. Results of this current study indicate that while teacher efficacy beliefs of the participants were not found to have a significant relationship with child outcomes, the instructional interactions that are occurring in the classroom do have a significant relationship with child outcomes.
Author: Bridget Hamre
Publisher:
ISBN:
Category :
Languages : en
Pages : 11
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Book Description
The National Center for Research on Early Childhood Education's (NCRECE) program of research is a series of experimental studies of specific approaches to training early childhood (EC) educators to be effective in implementation of curriculum and instructional interactions focused on promoting language and literacy skills, two domains that operate as gatekeepers to later achievement. Previous NCRECE work has demonstrated that a 14-week course designed to enhance teachers' use of effective teaching practices was effective in changing teacher beliefs, knowledge, and observed practice (Hamre et al., 2010). This paper examines the extent to which teachers from a variety of backgrounds were engaged in the course and the extent to which their engagement was associated with significant changes in belief, knowledge, and practice. The authors briefly discuss the context for this work. First, the authors examine the extent to which there was variation in implementation and engagement across the 15 course sections in 9 sites. Second, they examine the extent to which teachers from a variety of backgrounds engaged equally in the course, both in terms of quantity and quality of engagement. Finally, they examine which aspects of participation are most closely associated with changes in teachers' belief, knowledge, and practice. The NCRECE course was offered in nine sites across the country: Charlotte, North Carolina; Chicago, Illinois, Columbus, Ohio; Dayton, Ohio; Hartford, Connecticut; Memphis, Tennessee; New York City; Rhode Island; and Stockton, California. Participating teachers worked in a variety of early childhood (EC) programs including Head Start, preschool, and child care. Results suggest several teacher-level factors that predict engagement. Teachers with less authoritarian beliefs and teachers with less pre-k teaching experience were more likely to be engaged in course material. It may be that the course content, which focused on the importance of teacher-child interactions and also highlighted the importance of fostering children's autonomy, was in conflict with some teachers beliefs in ways that led them to become more disengaged with course material. Teachers with more teaching experience reported the course was somewhat less useful, although they still gave generally high ratings. Interestingly, the quality of experienced teachers' engagement was somewhat lower--they performed more poorly on homework and midterm assignments. This is somewhat counterintuitive as everyone might expect these teachers to know the most about classroom interactions. However, it may be that teachers who have been in the classroom for a long time have more set ideas about what effective interactions look like, and thus have a harder time performing on tasks that ask them to shift to thinking about new ways to interact in the classroom. Teachers from a wide variety of educational backgrounds reported that the course was useful and displayed equal level of engagement. It is unusual for a course to target such a broad range of teachers but this finding suggests that the course material, focused on teacher-child interactions, was relevant to teachers across the educational spectrum. This may reflect the fact that few teachers, even those who have taken many early childhood courses, have had opportunities to learn about effective teacher-child interactions in a college course setting. Adding to efficacy evidence from the intent-to-treat analysis, this study suggests that teachers who attended more course sections and completed more of the homework assignments displayed greater changes from pre- to post-test on three of the four measures of beliefs and knowledge. Thus, dosage appears to matter. There was not evidence to support the idea that teachers' own views of usefulness, instructor-reported engagement, or the quality of teachers engagement (i.e. homework and midterm scores) were systematically associated with changes in belief and knowledge. Future analyses may examine the individual components of participation and quality of engagement in more detail to try to unpack the "active ingredients" of this course. (Contains 4 tables.).
Author: Karen M. La Paro
Publisher: Brookes Publishing Company
ISBN: 9781598572599
Category : Classroom environment
Languages : en
Pages : 0
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Book Description
This manual includes detailed descriptions of the 8 CLASS Toddler dimensions, administration procedures, and information about the tool's development.
Author: Michael J. Puma
Publisher: Nova Novinka
ISBN:
Category : Education
Languages : en
Pages : 314
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Book Description
Since its beginning in 1965 as a part of the War on Poverty, Head Start's goal has been to boost the school readiness of low-income children. Based on a 'whole child' model, the program provides comprehensive services that include pre-school education; medical, dental, and mental health care; nutrition services; and efforts to help parents foster their child's development. Head Start services are designed to be responsive to each child's and family's ethnic, cultural, and linguistic heritage. The Congressionally-mandated Head Start Impact Study was conducted across 84 nationally representative grantee/delegate agencies. Approximately 5,000 newly entering 3- and 4-year-old children applying for Head Start were randomly assigned to either a Head Start group that had access to Head Start program services or to a non- Head Start group that could enrol in available community non-Head Start services, selected by their parents. Data collection began in fall 2002 and is scheduled to continue through 2006, following children through the spring of their 1st-grade year. The study quantifies the impact of Head Start separately for 3- and 4-year-old children across child cognitive, social-emotional, and health domains as well as ii on parenting practices. This book is essential reading for those in the education field.
Author: Elena Bodrova
Publisher: Taylor & Francis
ISBN: 1040005438
Category : Education
Languages : en
Pages : 283
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Book Description
Now in its third edition, this classic text remains the seminal resource for in-depth information about major concepts and principles of the cultural-historical theory developed by Lev Vygotsky, his students, and colleagues, as well as three generations of neo-Vygotskian scholars in Russia and the West. Featuring two new chapters on brain development and scaffolding in the zone of proximal development, as well as additional content on technology, dual language learners, and students with disabilities, this new edition provides the latest research evidence supporting the basics of the cultural-historical approach alongside Vygotskian-based practical implications. With concrete explanations and strategies on how to scaffold young children’s learning and development, this book is essential reading for students of early childhood theory and development.
Author: Wilfried Smidt
Publisher: Routledge
ISBN: 1000049027
Category : Education
Languages : en
Pages : 127
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Book Description
How children’s development is shaped by Early Childhood Education and Care (ECEC) classrooms and especially by teacher–child interactions in those settings is a major issue in research and politics, which has been researched for several decades. This book investigates this important topic by raising three overarching questions: (1) What are ‘good’ teacher–child interactions and how they can be measured? (2) Which individual and/or contextual aspects are associated with teacher–child interactions? (3) What is the impact of teacher–child interactions on the development of children's competencies? The book ties in these fundamental questions with educational research by bringing together international studies from interdisciplinary backgrounds and presenting current research on the characteristics, predictivity, dependency, and methodological issues of teacher–child interactions in ECEC classrooms. The considered studies conducted in Australia, Austria, Finland, Germany, Greece and Portugal each aim to enrich the scientific discourse and provide fruitful implications for policy and practice. This book was originally published as a special issue of the Research Papers in Education journal.
Author: Melisa Ann Smitson
Publisher:
ISBN:
Category : Counseling in elementary education
Languages : en
Pages : 231
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Book Description
Child guidance approaches, models, and strategies impact the quality of the classroom environment through teacher-child interactions, positive and negative climates, and the development of self-regulation and autonomy. Teacher beliefs about guidance and their actual guidance practices impact teacher-child interactions which may be further hampered by the administrative decisions and policies regarding classroom management and child guidance. This study proposed to look at both the teachers' self-reported beliefs about guidance and their self-reported beliefs of their own guidance practices in early childhood guidance as measured by the Early Childhood Guidance Belief Survey (ECGBS-B) and the Early Childhood Guidance Belief Survey- Actual Practice (ECGBS-AP) as well as the quality of teacher-child interactions as measured by the Classroom Assessment Scoring System, Pre-K (CLASS Pre-K) for 46 Head Start and 10 non-Head Start classrooms within a metropolitan area. Correlations and hierarchical multiple regressions were computed to assess the strength of the relationships between predictor and criterion variables. Research question 1 asked about the relationship between early childhood teachers' self-reported beliefs (ECGBS-B) and practice (EBCGS-AP) about early childhood guidance and actual observed practice (CLASS Pre-K). Findings indicated that when teacher's beliefs and practices reflect more authoritative strategies of early childhood guidance CLASS scores were positively impacted resulting in greater positive teacher-child relationships. Teacher beliefs of early childhood guidance were found to be positively statistically significant predictors of Total CLASS scores. Research question 2 asked are more positive interactions between children and teachers, as measured by CLASS, found in classrooms where the teachers' beliefs of guidance are more consistent with their practice. While not statistically significant, teachers' beliefs of their actual practice had a negative impact on Total CLASS score which may indicate that when teacher beliefs of early childhood guidance and their beliefs of their actual early childhood guidance practices are incongruent there are negative impacts on teacher-child relationships. Research question 3 asked do inconsistencies between administrative policy and teacher beliefs have an impact on teacher guidance practice. Through the addition of discrepancy scores between belief and practice to the hierarchical multiple regression model the explained variance in the total CLASS score was increased by 5.9% indicating that administrative policies may have a small effect on teacher-child relationships. This research will add to the body of literature surrounding teacher beliefs, teacher beliefs of their own practice, the impact of administrative policies and procedures on classroom guidance practices and teacher-child relationships impacted by teacher beliefs.
Author: Robert C. Pianta
Publisher: Brookes Publishing Company
ISBN:
Category : Education
Languages : en
Pages : 400
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Book Description
More than 30 highly respected experts contribute cutting-edge information to give readers a comprehensive look at early education and kindergarten transition.;;
Author: Lois-ellin Datta
Publisher:
ISBN:
Category : Child development
Languages : en
Pages : 96
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Book Description
