The effect of specialized education and job experience on early childhood teachers' knowledge of developmentally appropriate practice

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dc.contributor.authorSnider, Margaret Hardyen
dc.contributor.departmentFamily and Child Developmenten
dc.date.accessioned2014-03-14T21:47:38Zen
dc.date.adate2010-10-13en
dc.date.available2014-03-14T21:47:38Zen
dc.date.issued1988en
dc.date.rdate2010-10-13en
dc.date.sdate2010-10-13en
dc.description.abstractEarly childhood teachers’ (N=73) level of education, length of employment, number of content areas covered in child development courses taken, and supervised practical experience were examined as factors affecting their knowledge of developmentally appropriate practice. Background information concerning each teacher's education, employment, content areas covered in child development courses taken, and supervised practical experiences was gathered in the Teacher Information Report. Knowledge of developmentally appropriate practice was assessed by having each teacher listen to 12 audiotaped vignettes describing situations typical to teacher-child interactions in preschool classrooms. They were asked to determine if each vignette described appropriate or inappropriate practice. A 3(level of education) x 3(length of employment) factorial analysis of variance revealed a significant level of education effect on developmentally appropriate practice scores F(2,2)=3.23, p < .05. Post-hoc comparisons indicated that those teachers with formal degrees in the area of child development (M=8.68) scored significantly higher than those with other types of training (M=7.62). There was no significant length of employment effect on developmentally appropriate practice scores. A 4(number of content areas covered) x 3(length of employment) factorial analysis of variance yielded a significant effect for number of content areas covered F(3,2)=6.18, p< .001. Post-hoc comparisons indicated that participants who had covered 10 or more content areas (M=8.91) scored significantly higher than those who had covered fewer than 10 content areas (M=7.10, 7.42. 7.75). A 4(number of content areas covered) x 3(supervised practical experience) factorial analysis of variance yielded a significant effect for number of content areas covered F(3,2)=8.921 p < .01. and an effect for supervised practical experience F(3,2)=3.153, E < .05. Tukey Multiple Comparisons Test indicated that of those participants who had both student teaching and fieldwork experience, those who had covered 10 or more content areas in child development scored significantly higher (M=9.00) than those who had covered fewer than 10 content areas. Of those participants who had covered 10 or mere content areas. those with both student teaching and fieldwork experience scored significantly higher on the assessment of developmentally appropriate practice (M=9.00) than did those who had no student teaching or fieldwork experience (M=7.00). Implications for teacher training are discussed in the thesis.en
dc.description.degreeMaster of Scienceen
dc.format.extentviii, 73 leavesen
dc.format.mediumBTDen
dc.format.mimetypeapplication/pdfen
dc.identifier.otheretd-10132010-020320en
dc.identifier.sourceurlhttp://scholar.lib.vt.edu/theses/available/etd-10132010-020320/en
dc.identifier.urihttp://hdl.handle.net/10919/45188en
dc.publisherVirginia Techen
dc.relation.haspartLD5655.V855_1988.S643.pdfen
dc.relation.isformatofOCLC# 18409034en
dc.rightsIn Copyrighten
dc.rights.urihttp://rightsstatements.org/vocab/InC/1.0/en
dc.subject.lccLD5655.V855 1988.S643en
dc.subject.lcshChild developmenten
dc.subject.lcshEducation, Preschoolen
dc.subject.lcshTeachers -- Training ofen
dc.titleThe effect of specialized education and job experience on early childhood teachers' knowledge of developmentally appropriate practiceen
dc.typeThesisen
dc.type.dcmitypeTexten
thesis.degree.disciplineFamily and Child Developmenten
thesis.degree.grantorVirginia Polytechnic Institute and State Universityen
thesis.degree.levelmastersen
thesis.degree.nameMaster of Scienceen

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