A Validation of the Early Childhood Classroom Observation Measure in Finnish and Estonian Kindergartens

Autor/inn/en	Lerkkanen, Marja-Kristiina; Kikas, Eve; Pakarinen, Eija; Trossmann, Kaili; Poikkeus, Anna-Maija; Rasku-Puttonen, Helena; Siekkinen, Martti; Nurmi, Jari-Erik
Titel	A Validation of the Early Childhood Classroom Observation Measure in Finnish and Estonian Kindergartens
Quelle	In: Early Education and Development, 23 (2012) 3, S.323-350 (28 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1040-9289
DOI	10.1080/10409289.2010.527222
Schlagwörter	Classroom Observation Techniques; Measures (Individuals); Educational Quality; Kindergarten; Preschool Teachers; Validity; Reliability; Teaching Methods; Teacher Attitudes; Beliefs; Teacher Characteristics; Teaching Styles; Self Efficacy; Teaching Experience; Educational Objectives; Questionnaires; Foreign Countries; Estonia; Finland; Teacher Efficacy Scale + Suchen Sie Ihr Suchwort? Messdaten; Quality of education; Bildungsqualität; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Gültigkeit; Reliabilität; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrerverhalten; Belief; Glaube; Lehrstil; Unterrichtsstil; Self-efficacy; Selbstwirksamkeit; Educational objective; Bildungsziel; Erziehungsziel; Fragebogen; Ausland; Estland; Finnland
Abstract	Research Findings: The aim of the study was to examine the applicability and psychometric properties of the Early Childhood Classroom Observation Measure (ECCOM; D. J. Stipek & P. Byler, 2005) outside the United States. The ECCOM was used to observe 83 kindergarten teachers (49 in Finland and 34 in Estonia) in classroom situations. Self-ratings were obtained of teachers' teaching practices, curriculum goals, efficacy beliefs, instructional activities, work experience, and group size. The analyses indicated 1-factor solutions for each of the ECCOM dimensions (i.e., Child-Centered, Teacher-Directed, and Child-Dominated) and high reliabilities for all dimensions, subscales (i.e., Management, Climate, and Instruction), and scale items. Evidence was also found for criterion validity. Practice or Policy: The findings of the present study provided support for the ECCOM as a valid and reliable measure of quality of kindergarten classroom processes and practices in cultural and educational settings outside the United States. In addition to being a research tool the ECCOM has high applicability in teacher education and in-service teacher training in professional development programs and interventions aimed at enhancing specific components of teachers' own practices. (Contains 4 figures, 3 tables, and 1 footnote.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10