Teacher-Articulated Perceptions and Practices with Families: Examining Effective Teaching in Diverse High Quality Child Care Settings

Autor/inn/en	Shivers, Eva Marie; Howes, Carollee; Wishard, Alison G.; Ritchie, Sharon
Titel	Teacher-Articulated Perceptions and Practices with Families: Examining Effective Teaching in Diverse High Quality Child Care Settings
Quelle	In: Early Education and Development, 15 (2004) 2, S.167-186 (20 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1040-9289
DOI	10.1207/s15566935eed1502_3
Schlagwörter	Educational Quality; Teaching Methods; Teacher Background; Teacher Effectiveness; Child Care; Teacher Attitudes; Low Income; Preschool Children; Preschool Teachers; Minority Groups; Cultural Differences; Ethnic Groups; Family Environment; Parent Teacher Cooperation; California; North Carolina + Suchen Sie Ihr Suchwort? Quality of education; Bildungsqualität; Teaching method; Lehrmethode; Unterrichtsmethode; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Kinderfürsorge; Kinderbetreuung; Lehrerverhalten; Niedriglohn; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Erzieher; Erzieherin; Kindergärtnerin; Ethnische Minderheit; Kultureller Unterschied; Ethnie; Familienmilieu; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Kalifornien
Abstract	In this research we examined associations among teacher-articulated beliefs and practices about families, teacher background characteristics, and observed teaching practices in programs that served low-income children and families of color. One hundred and fifty four children (50% girls) and their primary teachers from 12 programs in Los Angeles and rural North Carolina participated in this research. These teacher-articulated beliefs about families could be reduced through content coding of interview transcripts into two meaningful groups: (1) perceptions of families and (2) working with families. There were positive associations between teacher articulated practices and teachers' beginning guidance. There were ethnic differences in family practices articulated by the teachers suggesting that practices are rooted within ethnic communities. There were modest associations between articulated practices and perception of families, and when used together to represent teachers' articulated beliefs about families, all were significant contributors to our model predicting effective teaching in the classroom. (Author).
Anmerkungen	Lawrence Erlbaum Associates, Inc. 10 Industrial Avenue, Mahwah, NJ 07430-2262. Tel: 800-926-6579; Tel: 201-258-2200; Fax: 201-236-0072; e-mail: journals@erlbaum.com; Web site: https://www.LEAonline.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10