Assessing Birth to Age 5 Teaching Methods at a University Laboratory School

Autor/inn/en	Hall, Alice H.; Peden, John G.; Maurer, Trent W.
Titel	Assessing Birth to Age 5 Teaching Methods at a University Laboratory School
Quelle	In: Journal of Research in Childhood Education, 31 (2017) 2, S.270-280 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hall, Alice H.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-8543
DOI	10.1080/02568543.2016.1273286
Schlagwörter	Young Children; Teaching Methods; Child Development; Teacher Education; Laboratory Schools; Higher Education; Developmentally Appropriate Practices; Early Childhood Education; Preservice Teachers; Pretests Posttests; Statistical Analysis; Undergraduate Students; Pilot Projects; Factor Analysis + Suchen Sie Ihr Suchwort? Frühe Kindheit; Teaching method; Lehrmethode; Unterrichtsmethode; Kindesentwicklung; Lehrerausbildung; Lehrerbildung; Laborschule; Hochschulbildung; Hochschulsystem; Hochschulwesen; Entwicklungsbezogene Bildung; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Statistische Analyse; Pilot project; Modellversuch; Pilotprojekt; Faktorenanalyse
Abstract	This research evaluated the effectiveness of training and educating preservice teachers to understand and implement developmentally appropriate practices for children birth to age 5. Data from 803 participants were collected over a 3-year period at a university with a laboratory child care program associated with an undergraduate degree in child and family development. Findings supported the strength of a 17-item scale that was developed to assess gains in knowledge and skills in a multicourse sequence over the 3-year period. Knowledge and skill increased significantly in all three courses from pre to posttest. The magnitude of change decreased for knowledge and increased for skill as students progressed through the three-course sequence. Knowledge gains were greatest in Course 1 and smallest in Course 3. However, skill gains were greatest in Course 3 and smallest in Course 1. A multivariate analysis of all six time points, involving students who completed the survey in all three classes, indicated that knowledge and skills increased in each class with the greatest increase in skills in Course 3. The laboratory courses were an effective means of promoting understanding and implementation of developmentally appropriate practices in preservice teachers. Implications for improving early childhood teacher education are discussed. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01