Predictors of developmentally appropriate classroom practices in kindergarten through third grade

Maxwell, Kelly; McWilliam, R. A.; Hemmeter, Mary Louise; Ault, Melinda Jones; Schuster, John W.

doi:10.1016/s0885-2006(01)00118-1

Cited by 95 publications

(44 citation statements)

References 24 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Researchers have confirmed that teachers' personal teaching beliefs and philosophies (i.e., what they think about the impact of teaching in general, as well as their understanding of how children learn) play a critical role in actual teaching practices and classroom decisions (Maxwell, McWilliam, Hemmeter, Ault, & Schuster, 2001;McMullen, 1999;Pajares, 1992;Smith, 1993). Consistently, however, researchers report a discrepancy, or at best only a small correlation, between the self-reported beliefs and the actual classroom behaviors of teachers (Bryant, Clifford, & Peisner, 1991;Charlesworth, Hart, Burts, & Hernandez, 1991;Hyson, 1991;Kemple, 1996).…”

Section: Teachers' Beliefs and Practicesmentioning

confidence: 94%

Using Collaborative Assessment to Examine the Relationship between Self-Reported Beliefs and the Documentable Practices of Preschool Teachers

McMullen

Elicker

Goetze

et al. 2006

Early Childhood Educ J

View full text Add to dashboard Cite

A team of researchers used a collaborative assessment protocol to compare the self-reported teaching beliefs of a convenience sample of preschool teachers (N = 57) to their documentable practices (i.e., practices that could be observed, recorded, and categorized using a deductive strategy). Data were examined from survey instruments, detailed classroom observations and time-sampling, curriculum materials, and program artifacts. Results indicated that when child-directed choice/play time, emergent literacy and language development activities were emphasized, teachers self-reported beliefs were more strongly aligned with developmentally appropriate practice (DAP) as a philosophy of practice. When consistent routines, organized classrooms, preplanned curriculum, and teacher-directed learning were the dominant behaviors, the teachers were found to report more ''traditionalÕ or academicoriented beliefs.

show abstract

Section: Teachers' Beliefs and Practicesmentioning

confidence: 94%

Using Collaborative Assessment to Examine the Relationship between Self-Reported Beliefs and the Documentable Practices of Preschool Teachers

McMullen

Elicker

Goetze

et al. 2006

Early Childhood Educ J

View full text Add to dashboard Cite

show abstract

“…Research was conducted with an observation measure, the Assessment of Practices in Early Elementary Classrooms (APEEC) (Maxwell, McWilliam, Hemmeter, Ault and Schuster, 2001). The purpose of the observational design was to not only describe current elementary school practices but also to identify the factors that affect the practices.…”

Section: Measuring Teacher Efficacymentioning

confidence: 99%

The influence of teachers' efficacy and beliefs on mathematics instruction in the early childhood classroom.

Brown¹

View full text Add to dashboard Cite

“…Several studies have shown that early childhood teachers' beliefs were important predictors of their classroom practices (Bryant et al 1991;Hu et al 2017;McMullen 1999;Maxwell et al 2001;Mohamed and Al-Qaryouti 2016). In view that the NEL Framework is largely still left to the intuition and interpretation of preschool leaders and teachers in creating and enacting their own center-based curriculum, it is worthwhile to investigate what preschool teachers in Singapore believe and do in ECE and whether those beliefs and practices are congruent with the objectives of the kindergarten curriculum reform.…”

Section: Use Numbers In Daily Experiencesmentioning

confidence: 99%

Enhancing the quality of kindergarten education in Singapore: policies and strategies in the 21st century

Tan

2017

ICEP

View full text Add to dashboard Cite

BackgroundThe value of quality early childhood education and care (ECEC) in establishing a strong foundation for lifelong learning and reaping social and economic benefits is well supported by a wealth of multidisciplinary research. These long-term benefits have prompted many countries throughout the world to prioritize ECEC on their national agenda, putting in focused efforts in their pursuit of quality ECEC in the recent years. Since the turn of the twenty-first century, the Singapore government has invested substantial resources in formulating and executing policies and strategies to raise the quality of preschool education (PSE) in several high-leverage areas (Tan 2007). In 2012, the Prime Minister, Lee Hsien Loong, announced that government efforts to uplift the overall quality of PSE would be amplified by strengthening teacher training and curriculum leadership, establishing government kindergartens to catalyze quality improvements, enhancing affordability for financially disadvantaged families, and improving policy coordination and regulation of the early childhood sector by forming a new agency (MOE 2012a). Furthermore, the first government-funded large-scale longitudinal study of the impact of PSE on children's cognitive and non-cognitive outcomes commenced in 2015 (Goy 2015). Another large-scale nation-wide birth cohort study was also funded to Abstract Almost all children in Singapore complete 1 year of preschool before entering primary school. However, preschool education (PSE) is not compulsory and is provided primarily by the private sector. Taking the national agenda for reforming PSE at the start of the twenty-first century as the point of departure, this paper describes and discusses the policies and strategies that have been introduced and implemented for preschool quality enhancement in the past 15 years. Three major waves of preschool policy reviews were undertaken in 2000, 2008, and 2012 attesting to the seriousness the government attaches to improving PSE for encouraging a strong start for every child. The key recommendations of these reviews were related to uplifting teacher, center, and program quality, and enhancing the affordability and accessibility of PSE. Opportunities and challenges associated with implementing recommendations for quality enhancement are discussed and suggestions to further enhance PSE in Singapore are explored.

show abstract

Predictors of developmentally appropriate classroom practices in kindergarten through third grade

Cited by 95 publications

References 24 publications

Using Collaborative Assessment to Examine the Relationship between Self-Reported Beliefs and the Documentable Practices of Preschool Teachers

Using Collaborative Assessment to Examine the Relationship between Self-Reported Beliefs and the Documentable Practices of Preschool Teachers

The influence of teachers' efficacy and beliefs on mathematics instruction in the early childhood classroom.

Enhancing the quality of kindergarten education in Singapore: policies and strategies in the 21st century

Contact Info

Product

Resources

About