Teacher Beliefs and Classroom Structure as Influences on Head Start Classroom Quality.

Autor/inn/en	Abbott-Shim, Martha; Lambert, Richard; McCarty, Frances
Titel	Teacher Beliefs and Classroom Structure as Influences on Head Start Classroom Quality.
Quelle	(1998), (11 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	At Risk Persons; Classroom Environment; Educational Assessment; Educational Quality; Preschool Education; Preschool Teachers; Teacher Aides; Teacher Attitudes; Teacher Background; Teacher Characteristics; Teacher Education; Teacher Effectiveness; Teacher Evaluation + Suchen Sie Ihr Suchwort? Risikogruppe; Klassenklima; Unterrichtsklima; Education; assessment; Bewertungssystem; Quality of education; Bildungsqualität; Pre-school education; Vorschulerziehung; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschule; Handreichung; Lehrerhilfe; Lehrerverhalten; Lehrerausbildung; Lehrerbildung; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Teacher appraisal; Lehrerbeurteilung
Abstract	This study investigated the characteristics and beliefs of Head Start teachers and teacher aides and the classroom structural dimensions that are associated with Head Start classroom quality. The quality of classroom teaching practices was assessed using the Assessment Profile for Early Childhood Programs: Research Version. Teachers completed the Teacher Beliefs Scale and Instructional Activities Scale. The results provide strong support for previous research demonstrating that teacher's education and the classroom structure (including child to adult ratio and class size) are related to classroom quality for Head Start. The lack of relationship in the expected direction between teacher beliefs and educational level or years experience suggests that other factors have more influence over the beliefs of Head Start staff with regard to developmentally appropriate practices. Findings suggest that staff development training, management climate, local traditions of quality, and the informal influences that staff have on each other may be stronger determinants of teacher beliefs than formal education and experience. (JPB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC