The Resource An exploration of teachers' early childhood guidance beliefs and practice within early learning classrooms, Melisa Ann Smitson

An exploration of teachers' early childhood guidance beliefs and practice within early learning classrooms, Melisa Ann Smitson

Label
An exploration of teachers' early childhood guidance beliefs and practice within early learning classrooms
Title
An exploration of teachers' early childhood guidance beliefs and practice within early learning classrooms
Statement of responsibility
Melisa Ann Smitson
Creator
Contributor
Author
Degree supervisor
Subject
Genre
Language
eng
Summary
Child guidance approaches, models, and strategies impact the quality of the classroom environment through teacher-child interactions, positive and negative climates, and the development of self-regulation and autonomy. Teacher beliefs about guidance and their actual guidance practices impact teacher-child interactions which may be further hampered by the administrative decisions and policies regarding classroom management and child guidance. This study proposed to look at both the teachers' self-reported beliefs about guidance and their self-reported beliefs of their own guidance practices in early childhood guidance as measured by the Early Childhood Guidance Belief Survey (ECGBS-B) and the Early Childhood Guidance Belief Survey- Actual Practice (ECGBS-AP) as well as the quality of teacher-child interactions as measured by the Classroom Assessment Scoring System, Pre-K (CLASS Pre-K) for 46 Head Start and 10 non-Head Start classrooms within a metropolitan area. Correlations and hierarchical multiple regressions were computed to assess the strength of the relationships between predictor and criterion variables. Research question 1 asked about the relationship between early childhood teachers' self-reported beliefs (ECGBS-B) and practice (EBCGS-AP) about early childhood guidance and actual observed practice (CLASS Pre-K). Findings indicated that when teacher's beliefs and practices reflect more authoritative strategies of early childhood guidance CLASS scores were positively impacted resulting in greater positive teacher-child relationships. Teacher beliefs of early childhood guidance were found to be positively statistically significant predictors of Total CLASS scores. Research question 2 asked are more positive interactions between children and teachers, as measured by CLASS, found in classrooms where the teachers' beliefs of guidance are more consistent with their practice. While not statistically significant, teachers' beliefs of their actual practice had a negative impact on Total CLASS score which may indicate that when teacher beliefs of early childhood guidance and their beliefs of their actual early childhood guidance practices are incongruent there are negative impacts on teacher-child relationships. Research question 3 asked do inconsistencies between administrative policy and teacher beliefs have an impact on teacher guidance practice. Through the addition of discrepancy scores between belief and practice to the hierarchical multiple regression model the explained variance in the total CLASS score was increased by 5.9% indicating that administrative policies may have a small effect on teacher-child relationships. This research will add to the body of literature surrounding teacher beliefs, teacher beliefs of their own practice, the impact of administrative policies and procedures on classroom guidance practices and teacher-child relationships impacted by teacher beliefs
Cataloging source
UMK
http://library.link/vocab/creatorDate
1962-
http://library.link/vocab/creatorName
Smitson, Melisa Ann
Degree
Ph.D.
Dissertation note
(School of Education).
Dissertation year
2015.
Granting institution
University of Missouri-Kansas City,
Index
no index present
Literary form
non fiction
Nature of contents
  • dictionaries
  • bibliography
  • theses
http://library.link/vocab/relatedWorkOrContributorName
Vartuli, Sue
http://library.link/vocab/subjectName
  • Counseling in elementary education
  • Educational counseling
  • Teachers
  • Early childhood education
  • Teacher-student relationships
Label
An exploration of teachers' early childhood guidance beliefs and practice within early learning classrooms, Melisa Ann Smitson
Instantiates
Publication
Note
  • "A dissertation in Curriculum & Instruction and Educational Leadership, Policy and Foundations."
  • Advisor: Sue Vartuli
  • Vita
Antecedent source
not applicable
Bibliography note
Includes bibliographical references (pages 216-230)
Carrier category
online resource
Carrier category code
  • cr
Carrier MARC source
rdacarrier
Color
black and white
Content category
text
Content type code
  • txt
Content type MARC source
rdacontent
Contents
Introduction -- Review of literature -- Methodology -- Results -- Discussion -- Appendix A. Instrument copies -- Appendix B. IRB Approval
Control code
935928385
Dimensions
unknown
Extent
1 online resource (231 pages)
File format
one file format
Form of item
online
Level of compression
mixed
Media category
computer
Media MARC source
rdamedia
Media type code
  • c
Quality assurance targets
not applicable
Specific material designation
remote
System control number
(OCoLC)935928385
System details
  • The full text of the dissertation is available as an Adobe Acrobat .pdf file; Adobe Acrobat Reader required to view the file
  • Mode of access: World Wide Web
Label
An exploration of teachers' early childhood guidance beliefs and practice within early learning classrooms, Melisa Ann Smitson
Publication
Note
  • "A dissertation in Curriculum & Instruction and Educational Leadership, Policy and Foundations."
  • Advisor: Sue Vartuli
  • Vita
Antecedent source
not applicable
Bibliography note
Includes bibliographical references (pages 216-230)
Carrier category
online resource
Carrier category code
  • cr
Carrier MARC source
rdacarrier
Color
black and white
Content category
text
Content type code
  • txt
Content type MARC source
rdacontent
Contents
Introduction -- Review of literature -- Methodology -- Results -- Discussion -- Appendix A. Instrument copies -- Appendix B. IRB Approval
Control code
935928385
Dimensions
unknown
Extent
1 online resource (231 pages)
File format
one file format
Form of item
online
Level of compression
mixed
Media category
computer
Media MARC source
rdamedia
Media type code
  • c
Quality assurance targets
not applicable
Specific material designation
remote
System control number
(OCoLC)935928385
System details
  • The full text of the dissertation is available as an Adobe Acrobat .pdf file; Adobe Acrobat Reader required to view the file
  • Mode of access: World Wide Web

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