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A study of how early childhood teach...

Yoo, Seung-Yoeun.

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A study of how early childhood teachers' beliefs reflect their use of the whole language and traditional approaches: A quantitative and qualitative analysis.

Record Type:	Electronic resources : Monograph/item
Title/Author:	A study of how early childhood teachers' beliefs reflect their use of the whole language and traditional approaches: A quantitative and qualitative analysis./
Author:	Yoo, Seung-Yoeun.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 1996,
Description:	189 p.
Notes:	Source: Dissertations Abstracts International, Volume: 58-10, Section: A.
Contained By:	Dissertations Abstracts International58-10A.
Subject:	Preschool education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9716339
ISBN:	9780591242539

A study of how early childhood teachers' beliefs reflect their use of the whole language and traditional approaches: A quantitative and qualitative analysis.
Yoo, Seung-Yoeun.

A study of how early childhood teachers' beliefs reflect their use of the whole language and traditional approaches: A quantitative and qualitative analysis. - Ann Arbor : ProQuest Dissertations & Theses, 1996 - 189 p.

Source: Dissertations Abstracts International, Volume: 58-10, Section: A.

Thesis (Ph.D.)--The Pennsylvania State University, 1996.

This item must not be sold to any third party vendors.

This research investigated early childhood teachers' beliefs about children's literacy and their understanding and use of whole language to explore the barriers that these teachers encounter when trying to implement this approach. Both quantitative and qualitative data analysis were used for this study. The data were gathered using a three-part questionnaire, Teachers' Beliefs Related to Children's Literacy, developed by the researcher. The quantitative part of this survey had 35 Likert-scaled items and five demographic items, and the qualitative part had eight open-ended questions. The researcher used 76 responses to the questionnaire which was distributed to 110 teachers in private day care centers, preschools, and kindergartens in and around State College, Pennsylvania. The quantitative data was analyzed using the statistical model of a One-Way Analysis of Variance, Multiple Regression, T-test, Tukey-HSD Test, and Chi-Square. Three teacher types emerged from the qualitative analysis: whole language, traditional, and mixed teachers which were entered into the quantitative data with the independent variables of the teachers' ages, highest educational degrees, years of teaching, prior learning about whole language, and the ages of the children they taught. The results of the quantitative analysis indicate that the teachers with the highest educational degrees, longest teaching experience, and greater knowledge of the whole language approach had the most positive attitudes about using whole language. The conclusion from this analysis is that learning whole language is very important to becoming a whole language teacher, but more important is for a teacher to realize the whole philosophy of this approach to use it is as it is intended. The main barrier to implementing whole language in the early childhood setting is lack of prior learning about whole language as 34 of the 76 teachers who responded were not familiar with this approach, or if they had learned about it, did not understand it as a whole educational philosophy. Thus they apparently do not practice whole language as a holistic approach but as a teaching methodology to supplement their traditional approach. The teachers in this study expressed interest in learning about and using whole language, so universities should offer more effective teacher education courses that teach whole language as a philosophy and approach not just a methodology and promote preservice teachers' self-reflection to develop their own perspective. Additionally, in-service education is needed for teachers and administrators as well as education for parents at early childhood settings as their lack of understanding of whole language was also seen as a barrier to using it in the early childhood settings in this study.

ISBN: 9780591242539Subjects--Topical Terms:

3422453
Preschool education.

A study of how early childhood teachers' beliefs reflect their use of the whole language and traditional approaches: A quantitative and qualitative analysis.
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260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 1996
300 $a 189 p.
500 $a Source: Dissertations Abstracts International, Volume: 58-10, Section: A.
500 $a Publisher info.: Dissertation/Thesis.
500 $a Advisor: Yawkey, Thomas D.
502 $a Thesis (Ph.D.)--The Pennsylvania State University, 1996.
506 $a This item must not be sold to any third party vendors.
506 $a This item must not be added to any third party search indexes.
520 $a This research investigated early childhood teachers' beliefs about children's literacy and their understanding and use of whole language to explore the barriers that these teachers encounter when trying to implement this approach. Both quantitative and qualitative data analysis were used for this study. The data were gathered using a three-part questionnaire, Teachers' Beliefs Related to Children's Literacy, developed by the researcher. The quantitative part of this survey had 35 Likert-scaled items and five demographic items, and the qualitative part had eight open-ended questions. The researcher used 76 responses to the questionnaire which was distributed to 110 teachers in private day care centers, preschools, and kindergartens in and around State College, Pennsylvania. The quantitative data was analyzed using the statistical model of a One-Way Analysis of Variance, Multiple Regression, T-test, Tukey-HSD Test, and Chi-Square. Three teacher types emerged from the qualitative analysis: whole language, traditional, and mixed teachers which were entered into the quantitative data with the independent variables of the teachers' ages, highest educational degrees, years of teaching, prior learning about whole language, and the ages of the children they taught. The results of the quantitative analysis indicate that the teachers with the highest educational degrees, longest teaching experience, and greater knowledge of the whole language approach had the most positive attitudes about using whole language. The conclusion from this analysis is that learning whole language is very important to becoming a whole language teacher, but more important is for a teacher to realize the whole philosophy of this approach to use it is as it is intended. The main barrier to implementing whole language in the early childhood setting is lack of prior learning about whole language as 34 of the 76 teachers who responded were not familiar with this approach, or if they had learned about it, did not understand it as a whole educational philosophy. Thus they apparently do not practice whole language as a holistic approach but as a teaching methodology to supplement their traditional approach. The teachers in this study expressed interest in learning about and using whole language, so universities should offer more effective teacher education courses that teach whole language as a philosophy and approach not just a methodology and promote preservice teachers' self-reflection to develop their own perspective. Additionally, in-service education is needed for teachers and administrators as well as education for parents at early childhood settings as their lack of understanding of whole language was also seen as a barrier to using it in the early childhood settings in this study.
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