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Teachers' knowledge, beliefs, self-e...

Pierro, Rebekah Chace.

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Teachers' knowledge, beliefs, self-efficacy, and implementation of early childhood learning standards in science and math in prekindergarten and kindergarten.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Teachers' knowledge, beliefs, self-efficacy, and implementation of early childhood learning standards in science and math in prekindergarten and kindergarten./
Author:	Pierro, Rebekah Chace.
Description:	104 p.
Notes:	Source: Masters Abstracts International, Volume: 55-01.
Contained By:	Masters Abstracts International55-01(E).
Subject:	Early childhood education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=1598920
ISBN:	9781339047201

Teachers' knowledge, beliefs, self-efficacy, and implementation of early childhood learning standards in science and math in prekindergarten and kindergarten.
Pierro, Rebekah Chace.

Teachers' knowledge, beliefs, self-efficacy, and implementation of early childhood learning standards in science and math in prekindergarten and kindergarten. - 104 p.

Source: Masters Abstracts International, Volume: 55-01.

Thesis (M.S.)--The University of North Carolina at Greensboro, 2015.

Teacher self-efficacy and teacher beliefs play salient roles in science and math education with in-service teachers. This study seeks to understand the relationship between teacher knowledge, beliefs, and self-efficacy about science and math education in prekindergarten and kindergarten classrooms. The Prekindergarten and Kindergarten Science and Math Standards and Self-Efficacy Surveys were created to measure teacher knowledge of curriculum standards, beliefs of teaching skills, level of self-efficacy, and frequency of activities in classrooms for science and math, respectively. The self-report surveys were completed by 53 prekindergarten and 30 kindergarten teachers to examine the relationship that their knowledge of science and math standards, beliefs of science and math teaching skills, and level of science and math self-efficacy have on the frequency of science and math activities conducted in their classrooms. Beliefs of science and math teaching skills were related significantly to the reported frequency of science and math activities in prekindergarten and for science activities in kindergarten. Years of teaching prekindergarten was associated significantly with increased science and math activities. Teacher education was not associated with frequency of science or math activities. Findings revealed the more prekindergarten teachers enjoyed their science classes and math workshops the more they reported conducting science and math activities in the classroom. Both prekindergarten and kindergarten teachers reported that the less they enjoyed their previous math classes, the more time they spent on math activities in their classrooms. Results from this study have implications for professional development regarding science and math pedagogy and content knowledge.

ISBN: 9781339047201Subjects--Topical Terms:

518817
Early childhood education.

Teachers' knowledge, beliefs, self-efficacy, and implementation of early childhood learning standards in science and math in prekindergarten and kindergarten.
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245 1 0 $a Teachers' knowledge, beliefs, self-efficacy, and implementation of early childhood learning standards in science and math in prekindergarten and kindergarten.
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500 $a Source: Masters Abstracts International, Volume: 55-01.
500 $a Adviser: Linda L. Hestenes.
502 $a Thesis (M.S.)--The University of North Carolina at Greensboro, 2015.
520 $a Teacher self-efficacy and teacher beliefs play salient roles in science and math education with in-service teachers. This study seeks to understand the relationship between teacher knowledge, beliefs, and self-efficacy about science and math education in prekindergarten and kindergarten classrooms. The Prekindergarten and Kindergarten Science and Math Standards and Self-Efficacy Surveys were created to measure teacher knowledge of curriculum standards, beliefs of teaching skills, level of self-efficacy, and frequency of activities in classrooms for science and math, respectively. The self-report surveys were completed by 53 prekindergarten and 30 kindergarten teachers to examine the relationship that their knowledge of science and math standards, beliefs of science and math teaching skills, and level of science and math self-efficacy have on the frequency of science and math activities conducted in their classrooms. Beliefs of science and math teaching skills were related significantly to the reported frequency of science and math activities in prekindergarten and for science activities in kindergarten. Years of teaching prekindergarten was associated significantly with increased science and math activities. Teacher education was not associated with frequency of science or math activities. Findings revealed the more prekindergarten teachers enjoyed their science classes and math workshops the more they reported conducting science and math activities in the classroom. Both prekindergarten and kindergarten teachers reported that the less they enjoyed their previous math classes, the more time they spent on math activities in their classrooms. Results from this study have implications for professional development regarding science and math pedagogy and content knowledge.
590 $a School code: 0154.
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