Literaturnachweis - Detailanzeige
Autor/inn/en | McKenney, Susan; Bradley, Barbara |
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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 |
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 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). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |