東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

The influence of teachers' philosoph...

White, Shannon E.

Linked to FindBook

Google Book

Amazon

博客來

The influence of teachers' philosophy and practice on preschoolers' print development.

Record Type:	Electronic resources : Monograph/item
Title/Author:	The influence of teachers' philosophy and practice on preschoolers' print development./
Author:	White, Shannon E.
Description:	149 p.
Notes:	Source: Masters Abstracts International, Volume: 44-06, page: 2514.
Contained By:	Masters Abstracts International44-06.
Subject:	Education, Early Childhood. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=1435178
ISBN:	9780542717932

The influence of teachers' philosophy and practice on preschoolers' print development.
White, Shannon E.

The influence of teachers' philosophy and practice on preschoolers' print development. - 149 p.

Source: Masters Abstracts International, Volume: 44-06, page: 2514.

Thesis (M.S.)--Oklahoma State University, 2006.

Scope and method of study. The purpose of this study was to examine the relation between Teachers' Stated Philosophy about how children learn and should be taught, Teachers' Developmentally Appropriate Literacy Practice (DALP), and Children's Print Concepts. Teachers' DALP consists of the classrooms' Physical Environment, Social Environment, and Active Learning Program. Both mediating and moderating models were tested. The sample consisted of 455 preschool children that came from 115 preschool classrooms. Teachers completed the Instructional Activities Survey (IAS) and Pre-K Beliefs and Practices Survey, classrooms were observed using the Early Language & Literacy Classroom Observation (ELLCO), Learning Center Quality Instrument (LCI), and Early Childhood Environment Rating Scale (ECERS), and children were observed using the Early Steps to Literacy (ESTL) Concepts about Print. Multiple regression analysis was conducted on the variables to determine which model provided the most explanatory power: mediator or moderator. The data was analyzed using the recommendation for model testing that Holmbeck (1997) described.

ISBN: 9780542717932Subjects--Topical Terms:

1017530
Education, Early Childhood.

The influence of teachers' philosophy and practice on preschoolers' print development.
LDR:03023nmm 2200301 4500 001 1832770
005 20070807074206.5
008 130610s2006 eng d
020 $a 9780542717932
035 $a (UMI)AAI1435178
035 $a AAI1435178
040 $a UMI $c UMI
100 1 $a White, Shannon E. $3 1921490
245 1 4 $a The influence of teachers' philosophy and practice on preschoolers' print development.
300 $a 149 p.
500 $a Source: Masters Abstracts International, Volume: 44-06, page: 2514.
500 $a Adviser: Deborah Norris.
502 $a Thesis (M.S.)--Oklahoma State University, 2006.
520 $a Scope and method of study. The purpose of this study was to examine the relation between Teachers' Stated Philosophy about how children learn and should be taught, Teachers' Developmentally Appropriate Literacy Practice (DALP), and Children's Print Concepts. Teachers' DALP consists of the classrooms' Physical Environment, Social Environment, and Active Learning Program. Both mediating and moderating models were tested. The sample consisted of 455 preschool children that came from 115 preschool classrooms. Teachers completed the Instructional Activities Survey (IAS) and Pre-K Beliefs and Practices Survey, classrooms were observed using the Early Language & Literacy Classroom Observation (ELLCO), Learning Center Quality Instrument (LCI), and Early Childhood Environment Rating Scale (ECERS), and children were observed using the Early Steps to Literacy (ESTL) Concepts about Print. Multiple regression analysis was conducted on the variables to determine which model provided the most explanatory power: mediator or moderator. The data was analyzed using the recommendation for model testing that Holmbeck (1997) described.
520 $a Findings and conclusions. Teachers' Stated Philosophy was not a significant predictor of Children's Print Concept development. Therefore, the mediating model could not be tested. The moderating model was tested and was not found to be a significant representation of the relation. However, Teachers' Stated Philosophy was found to predict Teachers' DALP (Physical Environment, Social Environment, and Active Learning Program), and Teachers' DALP (with the exception of the Physical Environment) was found to predict Children's Print Concept development. Therefore, the beliefs that teachers have about how children learn and should be taught literacy skills influence the learning environment they create in their classroom, and the environment they create influences the children's understanding of print concepts. But, the teachers' beliefs about how children learn and should be taught literacy skills does not directly influence the children's understanding of print concepts.
590 $a School code: 0664.
650 4 $a Education, Early Childhood. $3 1017530
650 4 $a Education, Curriculum and Instruction. $3 576301
650 4 $a Education, Philosophy of. $3 783746
690 $a 0518
690 $a 0727
690 $a 0998
710 2 0 $a Oklahoma State University. $3 626630
773 0 $t Masters Abstracts International $g 44-06.
790 1 0 $a Norris, Deborah, $e advisor
790 $a 0664
791 $a M.S.
792 $a 2006
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=1435178