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Kindergarten Teachers' Developmentally Appropriate Beliefs and Practices.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Kindergarten Teachers' Developmentally Appropriate Beliefs and Practices./
Author:	Tours, Sara Beth.
Description:	1 online resource (128 pages)
Notes:	Source: Dissertation Abstracts International, Volume: 79-07(E), Section: A.
Contained By:	Dissertation Abstracts International79-07A(E).
Subject:	Early childhood education. -
Online resource:	click for full text (PQDT)
ISBN:	9780355617733

Kindergarten Teachers' Developmentally Appropriate Beliefs and Practices.
Tours, Sara Beth.

Kindergarten Teachers' Developmentally Appropriate Beliefs and Practices. - 1 online resource (128 pages)

Source: Dissertation Abstracts International, Volume: 79-07(E), Section: A.

Thesis (Ph.D.)--The Florida State University, 2017.

Includes bibliographical references

This study examined kindergarten teachers' developmentally appropriate beliefs, developmentally appropriate practices, and their opinions about the current state of the kindergarten curriculum through the lens of teachers' beliefs. A sample of 107 kindergarten teachers participated in the study by completing the Teacher Questionnaire on-line. The survey instrument was comprised of three sections; The Teachers Beliefs Questionnaire, The Instructional Activities Questionnaire, and the Opinions Questionnaire. The findings showed that kindergarten teachers had concerns and were frustrated with the current state of the kindergarten curriculum. The respondents who were comfortable with the current state of the kindergarten curriculum had extenuating circumstances such as working in invitation-only school or using a Montessori curriculum. The findings also showed that kindergarten teachers' beliefs and practices were not aligned. The kindergarten teachers tended to have developmentally appropriate beliefs, but they did not often engage in developmentally appropriate practices. It was also found that kindergarten teachers' beliefs and practices overall were not significantly correlated. In addition, the findings showed that kindergarten teachers in Title I schools engaged in more developmentally inappropriate practices than did the kindergarten teachers who were not at Title I schools. Kindergarten teachers with more than 18 years of teaching experience engaged in more developmentally appropriate practices than kindergarten teachers with 0--5 years of teaching experience and kindergarten teachers with 6--17 years teaching experience.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780355617733Subjects--Topical Terms:

557157
Early childhood education.
Index Terms--Genre/Form:

554714
Electronic books.

Kindergarten Teachers' Developmentally Appropriate Beliefs and Practices.
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500 $a Source: Dissertation Abstracts International, Volume: 79-07(E), Section: A.
500 $a Adviser: Ithel Jones.
502 $a Thesis (Ph.D.)--The Florida State University, 2017.
504 $a Includes bibliographical references
520 $a This study examined kindergarten teachers' developmentally appropriate beliefs, developmentally appropriate practices, and their opinions about the current state of the kindergarten curriculum through the lens of teachers' beliefs. A sample of 107 kindergarten teachers participated in the study by completing the Teacher Questionnaire on-line. The survey instrument was comprised of three sections; The Teachers Beliefs Questionnaire, The Instructional Activities Questionnaire, and the Opinions Questionnaire. The findings showed that kindergarten teachers had concerns and were frustrated with the current state of the kindergarten curriculum. The respondents who were comfortable with the current state of the kindergarten curriculum had extenuating circumstances such as working in invitation-only school or using a Montessori curriculum. The findings also showed that kindergarten teachers' beliefs and practices were not aligned. The kindergarten teachers tended to have developmentally appropriate beliefs, but they did not often engage in developmentally appropriate practices. It was also found that kindergarten teachers' beliefs and practices overall were not significantly correlated. In addition, the findings showed that kindergarten teachers in Title I schools engaged in more developmentally inappropriate practices than did the kindergarten teachers who were not at Title I schools. Kindergarten teachers with more than 18 years of teaching experience engaged in more developmentally appropriate practices than kindergarten teachers with 0--5 years of teaching experience and kindergarten teachers with 6--17 years teaching experience.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2018
538 $a Mode of access: World Wide Web
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650 4 $a Teacher education. $3 1148451
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710 2 $a The Florida State University. $b Teacher Education. $3 1183862
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