The NAESP Standards for Quality Programs for Young Children: Principals' Beliefs and Teachers' Practices.

Autor/inn/en	Butterfield, Edna D.; Johnston, John M.
Titel	The NAESP Standards for Quality Programs for Young Children: Principals' Beliefs and Teachers' Practices.
Quelle	(1995), (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Administrator Attitudes; Early Childhood Education; Elementary School Curriculum; Elementary School Teachers; Open Education; Primary Education; Principals; Standards; State Surveys; Teacher Attitudes; Teaching Methods; Tennessee + Suchen Sie Ihr Suchwort? Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Offene Erziehung; Offener Unterricht; Primarbereich; Principal; Schulleiter; Standard; Lehrerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	In 1991, the National Association of Elementary School Principals (NAESP) published "Standards for Quality Programs for Young Children." The standards were designed to provide elementary school principals with guidelines for appropriate organizational and instructional practices for children in prekindergarten, kindergarten, and primary grade programs. The effect of these standards was studied in Tennessee via surveys of a random sampling of matched sets of principals and first-grade teachers. The survey sought to determine: (1) the degree of principals' agreement with the standards; (2) the extent to which this agreement was reflected in teaching practices in their schools; and (3) what other factors might affect the principals' beliefs. The 158 responses were evenly distributed across the state and school sizes. All teachers were female; principals numbered 94 male and 64 female. Ninety percent of the principals agreed with the standards in terms of general beliefs, but over half disagreed with specific practice guidelines. Positive correlation between principals' beliefs and teachers' practices was slight, 5 out of 31 statements. Gender (female), K-3 teaching experience, and workshop attendance in the area correlated to belief in the guidelines. Findings suggest that principals need greater awareness of current standards, need to provide more support for practices and curriculum outlined in the standards, and may need inservice education from the NAESP. (TWL)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC