Teachers' Expressed Beliefs and Practices About Developmentally Appropriate Education of Multi-age and Single-age Classrooms
EdD (Doctor of Education)
Date of Award
The purpose of this study was to determine the expressed beliefs and practices about developmental education from early childhood teachers in Tennessee's First Educational District. A questionnaire measuring expressed beliefs and practices was administered to teachers (kindergarten through third grade) in public schools with both multi-age and single-age classrooms. The area of teaching specialization along with the number of years taught within the organization structure are paramount in the study. Teachers' expressed beliefs concerning the amount of outside influences with planning and implementing instruction are also noted. Educators were asked to respond to 36 likert-type items regarding their beliefs about developmentally appropriate practices. Respondents were also asked to respond to 27 likert-type items related to their instructional practices based on developmental appropriateness. Data were analyzed using an oblique factor analysis. Findings include a difference between multi-age and single-age classroom teachers regarding developmental education.
Dissertation - unrestricted
Lynch, Dale P., "Teachers' Expressed Beliefs and Practices About Developmentally Appropriate Education of Multi-age and Single-age Classrooms" (1997). Electronic Theses and Dissertations. Paper 2943. https://dc.etsu.edu/etd/2943
Curriculum and Instruction Commons, Educational Administration and Supervision Commons, Pre-Elementary, Early Childhood, Kindergarten Teacher Education Commons