東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

Kindergarten Teachers' Developmental...

Tours, Sara Beth.

FindBook

Google Book

Amazon

博客來

Kindergarten Teachers' Developmentally Appropriate Beliefs and Practices.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Kindergarten Teachers' Developmentally Appropriate Beliefs and Practices./
作者:	Tours, Sara Beth.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2017,
面頁冊數:	128 p.
附註:	Source: Dissertation Abstracts International, Volume: 79-07(E), Section: A.
Contained By:	Dissertation Abstracts International79-07A(E).
標題:	Early childhood education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10599904
ISBN:	9780355617733

Kindergarten Teachers' Developmentally Appropriate Beliefs and Practices.
Tours, Sara Beth.

Kindergarten Teachers' Developmentally Appropriate Beliefs and Practices. - Ann Arbor : ProQuest Dissertations & Theses, 2017 - 128 p.

Source: Dissertation Abstracts International, Volume: 79-07(E), Section: A.

Thesis (Ph.D.)--The Florida State University, 2017.

This study examined kindergarten teachers' developmentally appropriate beliefs, developmentally appropriate practices, and their opinions about the current state of the kindergarten curriculum through the lens of teachers' beliefs. A sample of 107 kindergarten teachers participated in the study by completing the Teacher Questionnaire on-line. The survey instrument was comprised of three sections; The Teachers Beliefs Questionnaire, The Instructional Activities Questionnaire, and the Opinions Questionnaire. The findings showed that kindergarten teachers had concerns and were frustrated with the current state of the kindergarten curriculum. The respondents who were comfortable with the current state of the kindergarten curriculum had extenuating circumstances such as working in invitation-only school or using a Montessori curriculum. The findings also showed that kindergarten teachers' beliefs and practices were not aligned. The kindergarten teachers tended to have developmentally appropriate beliefs, but they did not often engage in developmentally appropriate practices. It was also found that kindergarten teachers' beliefs and practices overall were not significantly correlated. In addition, the findings showed that kindergarten teachers in Title I schools engaged in more developmentally inappropriate practices than did the kindergarten teachers who were not at Title I schools. Kindergarten teachers with more than 18 years of teaching experience engaged in more developmentally appropriate practices than kindergarten teachers with 0--5 years of teaching experience and kindergarten teachers with 6--17 years teaching experience.

ISBN: 9780355617733Subjects--Topical Terms:

518817
Early childhood education.

Kindergarten Teachers' Developmentally Appropriate Beliefs and Practices.
LDR:02617nmm a2200313 4500 001 2163647
005 20181022132747.5
008 190424s2017 ||||||||||||||||| ||eng d
020 $a 9780355617733
035 $a (MiAaPQ)AAI10599904
035 $a (MiAaPQ)fsu:14004
035 $a AAI10599904
040 $a MiAaPQ $c MiAaPQ
100 1 $a Tours, Sara Beth. $3 3351669
245 1 0 $a Kindergarten Teachers' Developmentally Appropriate Beliefs and Practices.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2017
300 $a 128 p.
500 $a Source: Dissertation Abstracts International, Volume: 79-07(E), Section: A.
500 $a Adviser: Ithel Jones.
502 $a Thesis (Ph.D.)--The Florida State University, 2017.
520 $a This study examined kindergarten teachers' developmentally appropriate beliefs, developmentally appropriate practices, and their opinions about the current state of the kindergarten curriculum through the lens of teachers' beliefs. A sample of 107 kindergarten teachers participated in the study by completing the Teacher Questionnaire on-line. The survey instrument was comprised of three sections; The Teachers Beliefs Questionnaire, The Instructional Activities Questionnaire, and the Opinions Questionnaire. The findings showed that kindergarten teachers had concerns and were frustrated with the current state of the kindergarten curriculum. The respondents who were comfortable with the current state of the kindergarten curriculum had extenuating circumstances such as working in invitation-only school or using a Montessori curriculum. The findings also showed that kindergarten teachers' beliefs and practices were not aligned. The kindergarten teachers tended to have developmentally appropriate beliefs, but they did not often engage in developmentally appropriate practices. It was also found that kindergarten teachers' beliefs and practices overall were not significantly correlated. In addition, the findings showed that kindergarten teachers in Title I schools engaged in more developmentally inappropriate practices than did the kindergarten teachers who were not at Title I schools. Kindergarten teachers with more than 18 years of teaching experience engaged in more developmentally appropriate practices than kindergarten teachers with 0--5 years of teaching experience and kindergarten teachers with 6--17 years teaching experience.
590 $a School code: 0071.
650 4 $a Early childhood education. $3 518817
650 4 $a Educational philosophy. $3 3173367
650 4 $a Teacher education. $3 3172312
690 $a 0518
690 $a 0998
690 $a 0530
710 2 $a The Florida State University. $b Teacher Education. $3 2097946
773 0 $t Dissertation Abstracts International $g 79-07A(E).
790 $a 0071
791 $a Ph.D.
792 $a 2017
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10599904