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Title page for ETD etd-06062013-105545


Type of Document Dissertation
Author Yun, Cathy Kyuhee
Author's Email Address cyun76@gmail.com
URN etd-06062013-105545
Title Early Childhood Teachers' School Readiness Beliefs: Exploring Manifestations and Inconsistencies in Classroom Practices
Degree PhD
Department Learning, Teaching and Diversity
Advisory Committee
Advisor Name Title
Dale C. Farran Committee Chair
David K. Dickinson Committee Member
Deborah W. Rowe Committee Member
Mark W. Lipsey Committee Member
Keywords
  • teaching contexts
  • teacher beliefs
  • early childhood education
  • classroom practices
Date of Defense 2013-06-03
Availability unrestricted
Abstract
Previous studies have attempted to establish an empirical link between teachers’ beliefs and practices. However, weak theoretical framing and ambiguity in the measurement of beliefs and practices have contributed to challenges in researching the relationship between teachers’ beliefs and practices, resulting in uncertainty in the prevalence of different beliefs, the amount of individual variance in beliefs, and how beliefs influence teachers’ classroom practices. The current study proposes a theoretical framework based on the extant literature and uses a person-oriented approach to examine early childhood teachers’ content-related beliefs regarding the skills necessary for school readiness. Teachers’ belief profiles are used to explore the link between teachers’ beliefs and their use of instructional time and other observed classroom practices. The influences of contextual considerations such as teacher background, classroom composition, school setting, and regional contexts on both teachers’ belief profiles and their classroom practices were investigated. The study found no evidence that teachers’ belief profiles were associated with their practices, but results suggest that contextual considerations may be more important and relevant to teachers’ classroom practices than previously recognized. The findings are discussed in light of previous studies and evidence regarding child behaviors that are predictive of school success. Implications for teacher education and professional development are described, as well as the need for further investigation of teachers’ professional contexts and the potential benefits of qualitative or mixed-methods approaches.
Files
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