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Direct linkCheung, Alan C. K.; Keung, Chrysa; Tam, Winnie – Early Childhood Education Journal, 2022
In this study, a modified version of the Curriculum Orientation Inventory for Early Childhood Education (COI-ECE) is developed and validated with a sample of 717 in-service teachers from fifty Hong Kong pre-primary schools. Results of confirmatory factor analysis show that the curriculum beliefs of pre-primary school teachers can be conceptualised…
Descriptors: Foreign Countries, Preschool Teachers, Teacher Attitudes, Beliefs
Download full textFeeney, Stephanie – Defending the Early Years, 2016
It is difficult to get a good grasp of the topic of kindergarten entry assessment because there are such great differences in the purpose for the instruments, how they are constructed, and how the data is used. Even so, in many states and communities, there is cause for concern. Until the paradigm of education moves from a preoccupation with…
Descriptors: School Readiness, Kindergarten, Student Evaluation, Evaluation Methods
Connelly, Kimberly A. – ProQuest LLC, 2013
The purpose of this study was to investigate the reliability and validity of a newly developed survey instrument, the "Primary Practices Questionnaire" ("PPQ"), designed to measure first, second, and third grade teachers' perceived use of developmentally appropriate practices. The initial item pool was reviewed for content…
Descriptors: Test Validity, Test Reliability, Surveys, Questionnaires
Peer reviewedCharlesworth, Rosalind; And Others – Early Childhood Research Quarterly, 1993
Questionnaire, comprised of Teacher Belief Scale and Instructional Activities Scale and intended to measure kindergarten teachers' beliefs about and reported practices related to developmentally appropriate education, was administered to 204 teachers. Several reliable factors were identified. Teachers in 20 classrooms were observed. Found…
Descriptors: Developmentally Appropriate Practices, Kindergarten, Preschool Teachers, Primary Education
Fore, David A.; McLeod, Terry M. – 1994
This paper presents the results of a 3-year study that examined the efficacy of using the National Association for the Education of Young Children's (NAEYC) "Developmentally Appropriate Practices" (DAP) guidebook for assessment purposes. It surveyed 49 kindergarten and primary grade teachers and 123 graduate education students enrolled in early…
Descriptors: Developmentally Appropriate Practices, Elementary Education, Elementary School Teachers, Evaluation Methods
New York City Board of Education, Brooklyn, NY. Office of Educational Research. – 1993
This report describes the background, program implementation, student development evaluation, and recommendations of SuperStart Plus, in New York City. SuperStart Plus, a comprehensive integrated prekindergarten program that serves general education and special education children in the same classroom, is designed to provide a developmentally…
Descriptors: Classroom Environment, Cognitive Development, Curriculum Evaluation, Developmentally Appropriate Practices
