Kenneth E. Smith

Student Teachers' Beliefs about Developmentally Appropriate Practice: Pattern, Stability, and the Influence of Locus of Control.

Abstract Student teacher beliefs about developmentally appropriate practice (DAP) were investigated in relation to socialization influences. Sixty student teachers (25 with elementary plus early childhood preparation, 35 with elementary only preparation) completed the Primary Teacher Questionnaire (PTQ), the Internal Locus of Control Index (ICI), and an adaptation of the PTQ rating cooperating teacher beliefs. Early childhood student teachers endorsed developmentally-based practices more than did elementary student teachers; the elementary group endorsed traditional practices more than did the early childhood group. Between-group patterns remained stable over the student teaching placement, indicating a strong preservice influence on beliefs. No within-group changes were found, indicating a continuity in beliefs across the student teaching experience. Results only partially supported the view that student teacher beliefs become similar to those of their cooperating teachers. Internal locus of control orientation had no effect on the convergence of student teacher and cooperating teacher beliefs.

Development of the Primary Teacher Questionnaire.

Abstract This study describes the development of the Primary Teacher Questionnaire (PTQ), a self-report teacher beliefs scale based on the National Association for the Education of Young Children Position Statement on Developmentally Appropriate Practice in the Primary Grades. The study was conducted in three phases: item development, initial testing and scale refinement, and field testing. In the field test, a 42-item version of the PTQ, consisting of an 18-item developmentally based subscale (DAP) and a 24-item traditionally based subscale (TRAD), was administered to 144 elementary and early childhood preservice and inservice teachers. Each subscale highly differentiated respondents on the basis of background in early childhood education. In addition, the PTQ subscales were internally consistent, with high reliability estimates (DAP = .802; TRAD = .867). Factor analysis showed two factors that, although they did not account for a high proportion of the scale variation, did show item clusters that were h...

Beliefs and behaviours of kindergarten teachers

Summary This study examines relationships between the cognitive styles of kindergarten teachers and their tendency to endorse or manifest a child‐centred vs a teacher‐structured approach to kindergarten. Subjects were 51 kindergarten teachers who completed self‐report instruments assessing cognitive style, teaching ideology, classroom behaviour, and occupational stress. An outside rater observed each classroom for two hours, recording the frequencies of two kinds of teacher behaviour: verbal interactions, and ‘mapping’ data indicating the positions of teacher and students within the classroom. Teachers’ self‐reported beliefs and behaviours were strongly consistent with outside raters’ observations. In addition, a cluster of observed classroom behaviours was associated with a child: centred ideology: working and communicating with individuals or with small groups of children rather than with large groups; and using few negative comments. Teachers who endorsed and exhibited these child‐centred behaviours te...

Relationship Between Teacher Theoretical Orientation to Reading and Endorsement of Developmentally Appropriate Practice

ABSTRACT Developmentally appropriate practice (DAP) and theoretical orientation to reading appear conceptually congruent—a conclusion supported by this study. The Theoretical Orientation to Reading Profile (TORP) and the Primary Teacher Questionnaire (PTQ) were given to 66 primary teachers. The PTQ and both the TORP and Whole Language subscales were correlated; the PTQ and the Phonics and Skills subscales were inversely correlated. Reading background was correlated with the TORP but not with the PTQ, and early childhood background was correlated with the PTQ but not with the TORP. Two-way ANOVAs showed that reading background was significant for the PTQ, the TORP, and its subscales (except Whole Language), but early childhood background was not significant for the PTQ. One-way ANOVAs showed grade significant for PTQ scores but not for TORP scores.

The social conflict inventory (SCI): A measure of beliefs about classroom peer conflicts

Abstract This study describes the development of the Social Conflict Inventory (SCI), a self‐report teacher belief scale for assessing beliefs about young childrens classroom peer conflicts. Three phases were involved in the construction of the SCI: item development, initial testing with one sample (n = 218), and follow‐up field test with a second sample (n = 395) that also addressed the convergent and concurrent validity of the instrument. Reliability and factor analyses conducted during the initial field test resulted in a reduction to 20 items (Cronbach’ s α = .87) with three subscales: General Orientation to Peer Conflict (α = .81), Cessation (α = .84), and Facilitation (α = .65). Similar patterns of factor loadings and reliabilities resulted from analyses of the follow‐up field test data. Overall, the SCI proved to be a reliable instrument for assessing the beliefs concerning the role of classroom conflicts in childrens development and for differentiating among groups of teachers. Further use of the SCI in conjunction with other measures of teacher beliefs will contribute to a better understanding of its concurrent validity. Finally, the potential for its use in future studies to clarify the relationship between beliefs and actual classroom practices and as an instrument for assessing the effectiveness of specific classroom management training programs is discussed.

What makes a good learning center? ...To a child? ...To a teacher?

For many early childhood teachers the past few years have been exciting as they meet the challenge to move curriculum and practice away from teacher-centered to child-centered approaches. Yet, for the classroom teacher, who must come up with the content, activities, and materials for Monday morning, the excitement may be accompanied by anxiety.

SEX-TYPED OCCUPATIONAL ROLES AND SELF-IMAGE AMONG TEACHERS

Specific levels within the teaching profession are stereotypically perceived to be sex-typed. To investigate the effects of cross-sex occupational choices on self-image, 60 teachers were given a modified version of the Bern Sex Role Inventory. Analysis of scores on Berns scale showed male preschool teachers less masculine and more feminine than male high school teachers, and female high school teachers more masculine and less feminine than female preschool teachers.

Physical Environments for Toddlers in Group Care

Because of their particular developmental characteristics, toddlers in group care need an environment which is different from settings in which infants or preschoolers are cared for. Several facets of the physical environment that enhance and promote some specific aspects of toddler development are addressed and recommendations are made for the improvement of physical environments in group care so they are more responsive to normal toddler developmental needs.