Early Childhood General and Special Educators: An Examination of Similarities and Differences in Beliefs, Knowledge, and Practice

Autor/inn/en	Spear, Caitlin F.; Piasta, Shayne B.; Yeomans-Maldonado, Gloria; Ottley, Jennifer R.; Justice, Laura M.; O'Connell, Ann A.
Titel	Early Childhood General and Special Educators: An Examination of Similarities and Differences in Beliefs, Knowledge, and Practice
Quelle	In: Journal of Teacher Education, 69 (2018) 3, S.263-277 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	ORCID (Ottley, Jennifer R.) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4871
DOI	10.1177/0022487117751401
Schlagwörter	Early Childhood Education; Regular and Special Education Relationship; Special Education Teachers; Preschool Teachers; Teacher Attitudes; Knowledge Level; Pedagogical Content Knowledge; Educational Practices; Comparative Analysis; Structural Equation Models; Statistical Analysis; Teacher Characteristics; Predictor Variables; Statistical Significance; Teacher Effectiveness; Self Efficacy; Measures (Individuals); Teacher Evaluation; Ohio + Suchen Sie Ihr Suchwort? Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Lehrerverhalten; Wissensbasis; Pädagogische Kompetenz; Bildungspraxis; Statistische Analyse; Prädiktor; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Self-efficacy; Selbstwirksamkeit; Messdaten; Teacher appraisal; Lehrerbeurteilung
Abstract	In this study, we provide a contemporary examination of the similarities and differences between early childhood general educators (ECEs) and early childhood special educators (ECSEs) within a theoretically driven model that accounted for the associations of beliefs and knowledge with practice. We used structural equation modeling to examine the associations among these multifaceted constructs, controlling for background characteristics, for 147 ECEs and 78 ECSEs. Univariate analyses revealed differences between ECEs and ECSEs on measures of beliefs, knowledge, practice, and background characteristics; yet, when examining these variables in a complex model, this pattern of difference did not hold. ECSE status was predictive of differences in knowledge and one component of practice; however, in most cases, the differences between ECEs and ECSEs were not statistically significant. Implications of the findings and the importance of examining the associations of beliefs, knowledge, and practice within a complex system are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01