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The relationship between National Bo...

McKenzie Lowery, Ellen Nancy.

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The relationship between National Board certification and teachers' perceived use of developmentally appropriate practices.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	The relationship between National Board certification and teachers' perceived use of developmentally appropriate practices./
Author:	McKenzie Lowery, Ellen Nancy.
Description:	199 p.
Notes:	Source: Dissertation Abstracts International, Volume: 71-07, Section: A, page: 2338.
Contained By:	Dissertation Abstracts International71-07A.
Subject:	Education, Instructional Design. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3414792
ISBN:	9781124086392

The relationship between National Board certification and teachers' perceived use of developmentally appropriate practices.
McKenzie Lowery, Ellen Nancy.

The relationship between National Board certification and teachers' perceived use of developmentally appropriate practices. - 199 p.

Source: Dissertation Abstracts International, Volume: 71-07, Section: A, page: 2338.

Thesis (Ph.D.)--University of New Orleans, 2010.

This study utilized a causal-comparative design to investigate a relationship between the independent variable, National Board certification, and the dependent variable, perceived use of developmentally appropriate practices (DAP). A self-developed survey, the Early-childhood Teacher Inventory of Practices (E-TIP), was emailed to participants to collect data comparing differences in perceived use of DAP among early childhood teachers. Two hundred and forty-six Non-National Board certified (Non-NBCT) and 135 National Board certified (NBCT) early childhood teachers were surveyed. Inferential and descriptive statistics were used to analyze scores to determine if there was a difference in the mean scores. Descriptives were reported for age, years of teaching experience, grade level currently teaching, ethnicity, degree type, certification type, and degree level. Multiple analysis of variance (MANOVA) and univariate analysis of variance (ANOVA) were used to understand the differences between perceived use of DAP. NBCTs scored significantly higher than Non-NBCTs on the E-TIP in three of the four target areas and on the Total of the Scale. Pearson product-moment corelations were used to determine a relationship between years of experience or level of education and NBCTs' perceived use of DAP. Years of experience were significantly related, but level of education was not. The findings indicate that National Board certified teachers perceive they incorporate more developmentally appropriate practices into their teaching than Non-National Board certified teachers.

ISBN: 9781124086392Subjects--Topical Terms:

1669073
Education, Instructional Design.

The relationship between National Board certification and teachers' perceived use of developmentally appropriate practices.
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020 $a 9781124086392
035 $a (UMI)AAI3414792
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100 1 $a McKenzie Lowery, Ellen Nancy. $3 1674312
245 1 4 $a The relationship between National Board certification and teachers' perceived use of developmentally appropriate practices.
300 $a 199 p.
500 $a Source: Dissertation Abstracts International, Volume: 71-07, Section: A, page: 2338.
500 $a Adviser: P. Sheehan McHugh.
502 $a Thesis (Ph.D.)--University of New Orleans, 2010.
520 $a This study utilized a causal-comparative design to investigate a relationship between the independent variable, National Board certification, and the dependent variable, perceived use of developmentally appropriate practices (DAP). A self-developed survey, the Early-childhood Teacher Inventory of Practices (E-TIP), was emailed to participants to collect data comparing differences in perceived use of DAP among early childhood teachers. Two hundred and forty-six Non-National Board certified (Non-NBCT) and 135 National Board certified (NBCT) early childhood teachers were surveyed. Inferential and descriptive statistics were used to analyze scores to determine if there was a difference in the mean scores. Descriptives were reported for age, years of teaching experience, grade level currently teaching, ethnicity, degree type, certification type, and degree level. Multiple analysis of variance (MANOVA) and univariate analysis of variance (ANOVA) were used to understand the differences between perceived use of DAP. NBCTs scored significantly higher than Non-NBCTs on the E-TIP in three of the four target areas and on the Total of the Scale. Pearson product-moment corelations were used to determine a relationship between years of experience or level of education and NBCTs' perceived use of DAP. Years of experience were significantly related, but level of education was not. The findings indicate that National Board certified teachers perceive they incorporate more developmentally appropriate practices into their teaching than Non-National Board certified teachers.
520 $a Keywords: National Board for Professional Teaching Standards; teacher quality; Developmentally Appropriate Practices.
590 $a School code: 0108.
650 4 $a Education, Instructional Design. $3 1669073
650 4 $a Education, Early Childhood. $3 1017530
650 4 $a Education, Curriculum and Instruction. $3 576301
690 $a 0447
690 $a 0518
690 $a 0727
710 2 $a University of New Orleans. $3 1019084
773 0 $t Dissertation Abstracts International $g 71-07A.
790 1 0 $a McHugh, P. Sheehan, $e advisor
790 $a 0108
791 $a Ph.D.
792 $a 2010
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3414792