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Title page for ETD etd-11032008-114328

Type of Document Dissertation
Author Casey, Amy Michelle
URN etd-11032008-114328
Title How Do Early Childhood Teachers Know How They're Doing? Receipt of Feedback and Its Relationship to Use of Recommended Practices
Degree PhD
Department Special Education
Advisory Committee
Advisor Name Title
Mark Wolery Committee Co-Chair
R. A. McWilliam Committee Co-Chair
Mary Louise Hemmeter Committee Member
Patricia Snyder Committee Member
Vicki Harris Committee Member
  • recommended practices
  • performance feedback
  • nationwide
  • disabilities
  • teacher education
  • questionnaire
  • survey
Date of Defense 2008-09-29
Availability unrestricted
The first objective of the current study was to determine if early childhood teachers receive feedback about their classroom practices, and the second objective was to determine if feedback predicts teachers’ use of recommended practices. Teachers of 3-, 4-, and 5-year-olds, employed by Head Start and centers accredited by the National Association for the Education of Young Children, were solicited. Standard and hierarchical regression was used to analyze questionnaire data from 238 respondents. Teachers’ reports of the quantity and quality of feedback they received were compared to their education, degree, and experience, in addition to being compared to other strategies used to train teachers. The influence of program type and presence of children with disabilities in the classroom was also analyzed. In general, teachers reported receiving little information about their performance in the classroom. When feedback was received, however, teachers reported that it was quite useful. Educational level was the single most predictive variable. Unexpected results related to the receipt of feedback compared to other strategies used to train teachers are discussed.
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