Teachers Expectations for Achievement of Children in Head Start (TEACH).

Autor/inn/en	Stern, Carolyn; und weitere
Institution	California Univ., Los Angeles. Center for Head Start Evaluation and Research.
Titel	Teachers Expectations for Achievement of Children in Head Start (TEACH).
Quelle	, (15 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Achievement; Affective Objectives; Behavioral Objectives; Cognitive Development; Curiosity; Educational Change; Educational Objectives; Interpersonal Competence; Preschool Children; Preschool Education; Program Evaluation; Psychomotor Skills; Rating Scales; Self Concept; Student Evaluation; Teacher Attitudes; Test Construction; Tests + Suchen Sie Ihr Suchwort? Schulleistung; Kognitive Entwicklung; Neugier; Bildungsreform; Educational objective; Bildungsziel; Erziehungsziel; Interpersonale Kompetenz; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Programme evaluation; Programmevaluation; Psychomotorische Aktivität; Rating-Skala; Selbstkonzept; Schulnote; Studentische Bewertung; Lehrerverhalten; Testaufbau; Examination; Prüfung; Examen
Abstract	The development of an instrument (TEACH) which would relate the variables of teacher goals, classroom activities, and children's achievement is fully described. A search of the literature, attitude inventories, and other teacher measures produced a pool of value statements about educational goals which were placed in traditional categories. Descriptions of behaviors indicative of the achievement of a given goal were devised. The item presentation format required two separate responses to the same set of items. The first response was a rating of the importance of the item and the second was a rating of expected level of performance. An unmodified version of the instrument was first administered to head teachers and assistant teachers of 24 Head Start classes during an orientation session and again approximately 8 months later. Results indicated that developmental or readiness factors (emotional, social, situational) had higher rank orders than academic skill factors and that Expectancy scores were generally higher than Importance ratings. There were no significant differences between pre- and post-test ratings, suggesting that the sampled teachers maintained stable feelings about goals. However, the degree of correspondence between Importance and Expectancy increased during the year. The present instrument is long (7 factors; 100 items) and modification is necessary, while its discriminative ability has yet to be established. Examples of the items and tables of mean scores are included in the appendix. (PR)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC