Assessing Teacher Beliefs about Early Literacy Curriculum Implementation

Autor/inn/en	McKenney, Susan; Bradley, Barbara
Titel	Assessing Teacher Beliefs about Early Literacy Curriculum Implementation
Quelle	In: Early Child Development and Care, 186 (2016) 9, S.1415-1428 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
DOI	10.1080/03004430.2015.1096784
Schlagwörter	Teacher Attitudes; Emergent Literacy; Curriculum Implementation; Content Validity; Developmentally Appropriate Practices; Pilot Projects; Early Childhood Education; Preschool Teachers; Foreign Countries; Correlation; Decoding (Reading); Reading Skills; Reading Instruction; Teaching Methods; Preschool Children; Netherlands; United States + Suchen Sie Ihr Suchwort? Lehrerverhalten; Frühleseunterricht; Entwicklungsbezogene Bildung; Pilot project; Modellversuch; Pilotprojekt; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Ausland; Korrelation; Dekodierung; Reading skill; Lesefertigkeit; Leseunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Pre-school age; Preschool age; Child; Children; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Niederlande; USA
Abstract	Against the backdrop of growing international concern for a narrowing view of early literacy, this study was initiated to determine how teachers of four-year-olds view their task of fostering early literacy. This paper reports on the first steps to design and validate an instrument which captures teachers' perceptions of early literacy content goals; developmentally appropriate and effective pedagogical practices related to each content goal; and their own competencies to offer a suitable environment for developing early literacy. The content validity of the instrument was evaluated by an expert screening; the reliability and practicality of the instrument were assessed through a pilot study involving 20 teachers from 2 countries. Validation findings indicate that the instrument appears to be reliable. The findings from the pilot run show that teachers focus on decoding skills most; there is some attention to book orientation and understanding, and relatively little to the functions of written language. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01