Educators' beliefs about kindergarten practices

dc.contributor.advisor Joan Herwig
dc.contributor.advisor Sam Clark
dc.contributor.author Mayers, Gloysis
dc.contributor.department Human Development and Family Studies
dc.date 2018-08-16T07:13:12.000
dc.date.accessioned 2020-07-02T06:14:12Z
dc.date.available 2020-07-02T06:14:12Z
dc.date.copyright Tue Jan 01 00:00:00 UTC 1991
dc.date.issued 1991
dc.description.abstract <p>Educators' beliefs about kindergarten practices were investigated in this study. Subjects were 56 kindergarten teachers, 51 first-grade teachers and 47 principals from Iowa public school districts offering full-day every day kindergarten programs and 46 kindergarten teachers, 43 first-grade teachers and 45 principals from schools offering half-day every day programs. A majority of the kindergarten teachers have 11+ years of kindergarten teaching experience and an elementary (K-6) teaching certification. The Teacher Information Survey and the Teacher Questionnaire addressing teachers' beliefs and instructional classroom practices were completed. Results from ANOVA and the Duncan multiple range test revealed that kindergarten teachers first-grade teachers and elementary school principals showed similar belief patterns. However, kindergarten teachers tended to place more importance on providing opportunities for children to learn through active exploration, experimentation, and interactive processes and with a wider variety of activities and materials. In contrast, first-grade teachers tended to believe that it was more desirable to offer academic instruction, e.g., reading and alphabet. There were very few differences between the beliefs and practices of educators from half-day every day as compared to those from full-day every day kindergarten programs. There also were very few differences based on kindergarten teachers' years of kindergarten teaching experience and their beliefs and reported classroom practices;T-test analyses of actual and desired classroom practices of kindergarten teachers revealed highly significant differences, with teachers desiring more frequent involvement in child-centered autonomy-oriented activities, and more opportunities for creative exploration by the children. The findings are discussed in relation to the developmentally appropriate practices advocated by various professional groups.</p>
dc.format.mimetype application/pdf
dc.identifier archive/lib.dr.iastate.edu/rtd/9555/
dc.identifier.articleid 10554
dc.identifier.contextkey 6360172
dc.identifier.doi https://doi.org/10.31274/rtd-180813-9230
dc.identifier.s3bucket isulib-bepress-aws-west
dc.identifier.submissionpath rtd/9555
dc.identifier.uri https://dr.lib.iastate.edu/handle/20.500.12876/82666
dc.language.iso en
dc.source.bitstream archive/lib.dr.iastate.edu/rtd/9555/r_9126223.pdf|||Sat Jan 15 02:34:38 UTC 2022
dc.subject.disciplines Pre-Elementary, Early Childhood, Kindergarten Teacher Education
dc.subject.keywords Human development and family studies
dc.subject.keywords Child development
dc.title Educators' beliefs about kindergarten practices
dc.type article
dc.type.genre dissertation
dspace.entity.type Publication
relation.isOrgUnitOfPublication aa55ac20-60f6-41d8-a7d1-c7bf09de0440
thesis.degree.level dissertation
thesis.degree.name Doctor of Philosophy
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