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Preschool Teachers' Endorsement of Instructional Practices: An Interprofessional Exploration
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Koutsoftas, Anthony D.; Dubasik, Virginia L.; Moss DiDonato, Alicia – Educational Research, 2017
Background: Preschool teacher's instructional practices are one component of high-quality early education classrooms that have the potential to directly influence young children's school readiness and success; therefore, the type and quality of instructional practices used by preschool teachers should be explored. Purpose: The purpose of this…
Descriptors: Preschool Teachers, Educational Practices, Emotional Development, Socialization
A Qualitative Metasynthesis of How Early Educators in International Contexts Address Cultural Matters That Contrast with Developmentally Appropriate Practices
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Brown, Christopher P.; Lan, Yi-Chin – Early Education and Development, 2015
Research Findings: The National Association for the Education of Young Children's guidelines for developmentally appropriate practices (DAP) have been imported and researched by others across the globe. A central issue that has arisen for these international early childhood educators is whether these best practices are sensitive to the…
Descriptors: Developmentally Appropriate Practices, Teaching Methods, Guidelines, Preschool Education
The Beliefs of Teachers and Daycare Staff regarding Children of Divorce: A Q Methodological Study
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Overland, Klara; Thorsen, Arlene Arstad; Storksen, Ingunn – Teaching and Teacher Education: An International Journal of Research and Studies, 2012
This Q methodological study explores beliefs of daycare staff and teachers regarding young children's reactions related to divorce. The Q factor analysis resulted in two viewpoints. Participants on the viewpoint "Child problems" believe that children show various emotional and behavioral problems related to divorce, while those on the "Structure…
Descriptors: Divorce, Q Methodology, Factor Analysis, Preschool Teachers
Understanding Singaporean Preschool Teachers' Beliefs about Literacy Development: Four Different Perspectives
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Lim, Christina – Teaching and Teacher Education: An International Journal of Research and Studies, 2010
Investigating teachers' beliefs may shed light on their activities in the classroom, and in turn, on the pedagogical process itself. It is, however, not easy to study teachers' beliefs empirically. Q-methodology has been used over several disciplines to systematically investigate individuals' points of view on a range of issues. A study involving…
Descriptors: Teacher Characteristics, Preschool Teachers, Emergent Literacy, Teacher Attitudes
The Social Validity Assessment of Social Competence Intervention Behavior Goals
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Hurley, Jennifer J.; Wehby, Joseph H.; Feurer, Irene D. – Topics in Early Childhood Special Education, 2010
Social validation is the value judgment from society on the importance of a study. The social validity of behavior goals used in the social competence intervention literature was assessed using the Q-sort technique. The stimulus items were 80 different social competence behavior goals taken from 78 classroom-based social competence intervention…
Descriptors: Behavior Problems, Intervention, Validity, Preschool Children
Assessment of Preschool Classroom Practices: Application of Q-Sort Methodology
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Bracken, Stacey Storch; Fischel, Janet E. – Early Childhood Research Quarterly, 2006
This paper reports on the application of Q-sort methodology to the development of the Preschool Classroom Practices (PCP) Q-sort. The PCP Q-sort was tested in a sample of 66 preschool teachers and assistants. Results demonstrated the existence of a 2-cluster structure within the Q-sort, comprised of Cognitive Development Activities and…
Descriptors: Preschool Education, Preschool Evaluation, Q Methodology, Preschool Teachers