Developmentally Appropriate Beliefs and Practices of Public and Private Kindergarten Teachers in the United States and Taiwan

PDF Version Also Available for Download.

Description

The purposes of the present study are to: (a) describe the beliefs and practices of the US and Taiwan (TW) public and private kindergarten teachers regarding developmentally appropriate practice (DAP), (b) examine the group differences between the four groups of teachers, and (c) identify the salient factors related to the variability of developmentally appropriate beliefs and practice in these teachers. Three hundred and fifty-seven kindergarten teachers participated in the study. The group sizes were 123, 123, 57, and 54 for Taiwan private, Taiwan public, US private, and US public kindergarten teachers, respectively. A survey was used to collect data. Findings ... continued below

Creation Information

Liu, Huei-Chun December 2007.

Context

This dissertation is part of the collection entitled: UNT Theses and Dissertations and was provided by UNT Libraries to Digital Library, a digital repository hosted by the UNT Libraries. It has been viewed 3550 times , with 61 in the last month . More information about this dissertation can be viewed below.

Who

People and organizations associated with either the creation of this dissertation or its content.

Chair

Committee Members

Publisher

Rights Holder

For guidance see Citations, Rights, Re-Use.

  • Liu, Huei-Chun

Provided By

UNT Libraries

With locations on the Denton campus of the University of North Texas and one in Dallas, UNT Libraries serves the school and the community by providing access to physical and online collections; The Portal to Texas History and UNT Digital Libraries; academic research, and much, much more.

Contact Us

What

Descriptive information to help identify this dissertation. Follow the links below to find similar items on the Digital Library.

Description

The purposes of the present study are to: (a) describe the beliefs and practices of the US and Taiwan (TW) public and private kindergarten teachers regarding developmentally appropriate practice (DAP), (b) examine the group differences between the four groups of teachers, and (c) identify the salient factors related to the variability of developmentally appropriate beliefs and practice in these teachers. Three hundred and fifty-seven kindergarten teachers participated in the study. The group sizes were 123, 123, 57, and 54 for Taiwan private, Taiwan public, US private, and US public kindergarten teachers, respectively. A survey was used to collect data. Findings from this study showed: (a) Both the US and Taiwan kindergarten teachers highly endorsed beliefs about DAP; (b) US and Taiwan kindergarten teachers also held strong beliefs about developmentally inappropriate practices (DIP); (c) DAP activities occurred regularly in the classrooms; (d) developmentally inappropriate practice (DIP) activities also took place a lot although they were lower than the DAP activities; (e) the Taiwan teachers had higher beliefs about DAP and lower beliefs about DIP than the US teachers; (f) the US teachers reported both higher DAP and DIP activities than the Taiwan teachers; (g) there were no differences between public and private kindergarten teachers; (h) hierarchical regression analyses using teacher's personal demographic variables as the first block and numbers of boys and girls as the second block were generally not effective; (i) there were different sets of best predictors from the backward regression for different dimensions of developmentally appropriate beliefs and practices; and (j) beliefs about DAP and DIP were usually more powerful than the demographic and classroom variables in predicting the DAP and DIP activities. Future studies are needed to refine the Teacher Belief Scale and Instructional Activity Scale instruments and include classroom observations to verify and expand the findings. Future teacher training on DAP should promote beliefs about DAP and reduce beliefs about DIP. Enhancing teachers' skills to implement the DAP activities and decrease the DIP activities is suggested.

Language

Identifier

Unique identifying numbers for this dissertation in the Digital Library or other systems.

Collections

This dissertation is part of the following collection of related materials.

UNT Theses and Dissertations

Theses and dissertations represent a wealth of scholarly and artistic content created by masters and doctoral students in the degree-seeking process. Some ETDs in this collection are restricted to use by the UNT community.

What responsibilities do I have when using this dissertation?

When

Dates and time periods associated with this dissertation.

Creation Date

  • December 2007

Added to The UNT Digital Library

  • May 2, 2008, 3:16 p.m.

Description Last Updated

  • Sept. 15, 2008, 11:57 a.m.

Usage Statistics

When was this dissertation last used?

Yesterday: 2
Past 30 days: 61
Total Uses: 3,550

Interact With This Dissertation

Here are some suggestions for what to do next.

Start Reading

PDF Version Also Available for Download.

Citations, Rights, Re-Use

Liu, Huei-Chun. Developmentally Appropriate Beliefs and Practices of Public and Private Kindergarten Teachers in the United States and Taiwan, dissertation, December 2007; Denton, Texas. (digital.library.unt.edu/ark:/67531/metadc5148/: accessed September 22, 2017), University of North Texas Libraries, Digital Library, digital.library.unt.edu; .