Predictors of the developmental appropriateness of the beliefs and practices of first, second, and third grade teachers

Buchanan, Teresa K.; Burts, Diane C.; Bidner, Judy; White, Veronica; Charlesworth, Rosalind

doi:10.1016/s0885-2006(99)80052-0

Cited by 79 publications

(45 citation statements)

References 25 publications

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“…When designing, these external priorities often focus and/or limit teachers' choices. In kindergarten, external priorities might for instance be: developmentally appropriate practices in teaching and learning, appropriate practices in computer use by young children, early-literacy content knowledge, and policies (Buchanan, Burts, Bidner, White, & Charlesworth, 1998;Stipek & Byler, 1997;Turbill, 2001). These external priorities are often implicitly embedded in the organizational context in which teachers work.…”

Section: External Prioritiesmentioning

confidence: 99%

Understanding decision making in teachers’ curriculum design approaches

Boschman

McKenney

Voogt

2014

Education Tech Research Dev

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The goal of this study was to reach a better understanding of the intuitive decisions teachers make when designing a technology-rich learning environment. A multiple case-study design was employed to examine what kinds of factors (external priorities, existing orientations or practical concerns) influence design interactions of teams of kindergarten teachers. This study combines semi-structured interview data on teachers' existing orientations with analysis of teachers' design discussions during the design of learning material for a technology-rich learning environment. Three teams of teachers voluntarily participated. Findings on the existing orientations suggest that knowledge and beliefs about teaching and learning related to knowledge and beliefs on technology and early literacy. The analysis of teachers' discussions revealed that the process could be characterized to a large extent as brainstorms; and that problems are not addressed in depth. Rather they are resolved through brainstorming, and most argumentation falls in the realm of practical concerns: how to organize learning activities and how to respond to contingencies. The findings of this study suggest that teachers' explicated design reasoning is mostly influenced by practical concerns, yet their own knowledge and beliefs play an important role at the start of the design process. However, these existing orientations as well as the practical concerns that emerge during the conversation tend to be narrow in scope. Theoretical and practical implications are discussed in light of how this study provides understanding of how to support these teachers.

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Section: External Prioritiesmentioning

confidence: 99%

Understanding decision making in teachers’ curriculum design approaches

Boschman

McKenney

Voogt

2014

Education Tech Research Dev

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“…According to behaviorism, learning is an effect of the responses to stimuli; thus, when applied to a classroom setting, children learn when they repeat correct responses to teacher-produced stimuli and when children's errors are corrected immediately so as to keep them from learning incorrect knowledge (Stipek et al 1995). Typically, this approach to instruction incorporates teachers' use of repetition, direct instruction, tasks taught in small sequential steps, and behaviors shaped by external reinforcement (Buchanan et al 1998;Stipek et al 1995). These practices are further characterized by teacher-directed learning that involves rote memorization, drill-and-practice, the use of workbooks and worksheets, lack of student choice, and lack of collaboration with peers (Stipek et al 1995).…”

Section: Introductionmentioning

confidence: 99%

Kindergarten Teachers’ Beliefs Toward Developmentally Appropriate Practice in Jordan

Abu-Jaber

Al-Shawareb

Gheith

2010

Early Childhood Educ J

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The objective of this study was to examine the beliefs of Jordanian kindergarten teachers toward developmentally appropriate practices (DAP). The sample consists of 285 (14.9%) randomly selected teachers working in public and private kindergartens. A questionnaire with two parts, (1) general information and (2) teachers' beliefs regarding DAP, was developed to answer the research questions. The items were distributed into the five dimensions of early childhood professional practice that were published by the National Association for the education of young children (NAEYC). The findings indicated that the overall mean score of kindergarten teachers' beliefs on the five dimensions was 4.08, indicating high beliefs toward (DAP). Teachers endorsed DAP on all dimensions except establishing reciprocal relationships with families. The findings also indicated that there are no significant differences between the means of teachers' beliefs toward teaching children according to teachers' level of education, years of experience, or teacher's age (except in the caring community of learners and the development and learning domains). In the light of the findings of this study, some recommendations are presented.

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“…Mitmed autorid on vastandanud lapsekeskset ja täiskasvanust lähtuvat kasvatust. Viimast neist on seotud biheivioristlike õpiteooriatega (Buchanan, Burts, Bidner, White, & Charlesworth, 1998), milles õppimine saab nähtavaks eelkõige käitumise määras või viisis toimunud muutuse kaudu (Ertmer & Newby, 1993;Kronqvist, 2011). Õpetajat nähakse täiskasvanust lähtuvas õpetamis-suhtes sageli autoritaarsena, õpetamisel väärtustatakse akadeemilisi teadmisi ja pidevat kordamist ning protsessist olulisemaks peetakse tulemuse saavutamist (Pinnegar & Erickson, 2010).…”

Section: Lapsekeskne Kasvatusunclassified

Perception of Step by Step and non-Step by Step preschool teachers about the child-centred activities

Tuul¹,

Õun²,

Botvina³

2018

EHA

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AnnotatsioonLapsekesksele kasvatusele üleminek on alushariduse valdkonnas olnud üks olulisimaid eesmärke alates Eesti taasiseseisvumisest. SissejuhatusKoolieelsetel lasteasutustel on tähtis roll laste sotsiaalse, emotsionaalse, füüsi-lise ja kognitiivse arengu toetamisel ning võrdsete võimaluste tagamisel, et pakkuda neile kvaliteetset alusharidust. Alushariduse kvaliteedi parandamist peetakse Euroopa Liidus jätkusuutliku ja kaasava majanduskasvu tagamisel

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Predictors of the developmental appropriateness of the beliefs and practices of first, second, and third grade teachers

Cited by 79 publications

References 25 publications

Understanding decision making in teachers’ curriculum design approaches

Understanding decision making in teachers’ curriculum design approaches

Kindergarten Teachers’ Beliefs Toward Developmentally Appropriate Practice in Jordan

Perception of Step by Step and non-Step by Step preschool teachers about the child-centred activities

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