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Author Jobes, Rebecca D
Title Development and validation of a Q-sort instrument of early childhood teachers' beliefs about interactions with young children
book jacket
Descript 224 p
Note Source: Dissertation Abstracts International, Volume: 72-05, Section: A, page:
Adviser: Teresa McDevitt
Thesis (Ph.D.)--University of Northern Colorado, 2010
The relationship between early childhood teachers' beliefs and their demonstrated interactions in the classroom has historically been evaluated by a combination of observational scales and self-report measures. Existing research studies using these measures have failed to elicit a clear picture of the relationship between beliefs and actions. There is an increasing trend to use alternative methodology to clarify how teacher beliefs are related to their interactions with children. Q-methodology is an alternative form of evaluation that allows participants to sort and rank their beliefs. This paper details the development, application, and evaluation of the Teacher Beliefs about Interactions Q-sort (TBIQ). Seventy-two participants completed the TBIQ as a novel measurement tool and the Teacher Beliefs about Practices Survey (TBPS) and Early Childhood Environment Rating Scale-Revised (ECERS-R) as established measurement scales related to teacher beliefs and interaction quality. Participants sorted 52 items into a structured, normal distribution ranging from those items they believed were Most important to those items that were Least important in comparison. Principal components factor extraction with Varimax rotation yielded a 4-factor model of beliefs. The four beliefs were: Focusing on the Child's Personal Needs, Developmentally Inclusive Academic Beliefs, Child's Contribution to Interactions, and Using Personal Knowledge. Participants' factor scores were correlated with the TBPS and ECERS-R to evaluate the TBIQ's validity and reliability. The TBIQ was found to meet significance on evaluations of content, face, criterion, and concurrent validity. It was also found to meet requirements for test-retest reliability and composite reliability. Comparative analyses revealed that gender, ethnicity, level of education, and degree specialization were related to participants' beliefs about interacting with children, but experience was not. These results support some of the existing research on the relationship between teacher beliefs and practices while using a new methodology that provides a new dimension for beliefs evaluation. The implications for this research include continued development of professional development that specifically targets the enhancement of teachers' developmentally appropriate interactions
School code: 0161
Host Item Dissertation Abstracts International 72-05A
Subject Education, Early Childhood
Education, Educational Psychology
Alt Author University of Northern Colorado
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