Characteristics of teachers who talk the DAP talk and walk the DAP walk

Journal of Research in Childhood Education

Volumn 13, Issue 2, 1999, Pages 216-230

  McMullen, Mary Benson ^a  

^a INDIANA UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 85008770627     PISSN: 02568543     EISSN: 21502641     Source Type: Journal    
DOI: 10.1080/02568549909594742     Document Type: Article

References (86)

1. Anderson, R. N., Greene, M. L., & Loewen, P. S. (1988). Relationships among teachers’ and students’ thinking skills, sense of efficacy, and student achievement. The Alberta Journal of Educational Research, 34, 148-165.
2. Armor, D., Conroy-Osequera, P., Cox, M., King, N., McDonnel, L., Pascal, A., Pauley, E., & Zellman, G. (1976). Analysis of the school preferred reading programs in selected Los Angeles minority schools (R-2007-LAUSD). Santa Monica, CA: Rand Corporation.
3. Ashton, P., & Webb, R. B. (1986). Making a difference: Teachers’ sense of efficacy and student achievement. New York: Longman.
4. Ashton, P., Webb, R., & Doda, C. (1983). A study of teachers’ sense of efficacy. Final Report, Executive Summary. Gainesville, FL: University of Florida.
5. Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84, 191-215.
6. Bandura, A. (1982). Self-efficacy mechanism in human agency. American Psychologist, 37, 122-147.
7. Bandura, A. (Ed.). (1995). Self-efficacy in changing societies. New York: Cambridge University Press.
8. Bandura, A., & Jourden, F. (1991). Self-regulatory mechanisms governing the impact of social comparison on complex decision making. Journal of Personality and Social Psychology, 60, 941-951.
9. Barfield, V., & Burlingame, M. (1974). The pupil control ideology of teachers in selected schools. The Journal of Experimental Education, 42(4), 6-11.
10. Benz, C., Bradley, L., Alderman, M. K., & Flowers, M. A. (1992). Personal teaching efficacy: Developmental relationships in education. Journal of Educational Research, 85(5), 274-285.
11. Berman, P., & McLaughlin, M. (1977). Federal programs supporting educational change: Vol. 7, Factors affecting implementation and continuation (R-1589/7-HEW). Santa Monica, CA: Rand Corporation.
12. Brantlinger, E. (1996). Influence of preservice teachers’ beliefs about pupil achievement on attitudes toward inclusion. Teacher Education and Special Education, 19(1), 17-33.
13. Bredekamp, S. (Ed.). (1987). Developmentally appropriate practice in early childhood programs serving children from birth through age 8. Washington, DC: National Association for the Education of Young Children.
14. Bredekamp, S., & Copple, C. (Eds.). (1997). Developmentally appropriate practice in early childhood. Washington, DC: National Association for the Education of Young Children.
15. Bredekamp, S., & Rosegrant, T. (1992). Reaching potentials: Appropriate curriculum and assessment for young children. Washington, DC: National Association for the Education of Young Children.
16. Bredekamp, S., & Shephard, L. (1989). How best to protect children from inappropriate school expectations, practices and policies. Young Children, 44(3), 14-24.
17. Brookhart, S. M., & Freeman, D. J. (1992). Characteristics of entering teacher candidates. Review of Educational Research, 62(1), 37-60.
18. Brousseau, B. A., Book, C., & Byers, J. L. (1988). Teacher beliefs and the cultures of teaching. Journal of Teacher Education, 39(6), 33-39.
19. Bryant, D. M., Clifford, R. M., & Peisner, E. S. (1991). Best practices for beginners: Developmental approaches in kindergarten. American Educational Research Journal, 28(4), 783-803.
20. Buchanan, T. K., Burts, D. C., Bidner, J., White, V. F., & Charlesworth, R. (1997, March). Predictors of the developmental appropriateness of the beliefs and practices of first, second, and third grade teachers. Paper presented at American Educational Research Association in Chicago, IL.
21. Bunting, C. E. (1984). Dimensionality of teacher education beliefs: An exploratory study. Journal of Experimental Education, 52, 195-198.
22. Burt, L., & Sugawara, A. (1993). A scale of primary classroom practices. Early Child Development and Care, 84, 19-36.
23. Burts, D. C., Hart, C. H., Charlesworth, R., DeWolf, D., Ray, J., Manuel, K., & Fleege, P. O. (1993). Developmental appropriateness of kindergarten programs and academic outcomes in first grade. Journal of Research in Childhood Education, 8(1), 23-31.
24. Cassidy, D. J., Buell, M. J., Pugh-Hoese, S., & Russell, S. (1995). The effect of education on child care teachers’ beliefs and classroom quality: Year one evaluation of the TEACH early childhood associate degree scholarship program. Early Childhood Research Quarterly, 10, 171-183.
25. Cattell, R. B. (1966). Patterns of change: Measurement in relation to state dimension, trait change, ability, and process concepts. Handbook of Multivariate Experimental Psychology. Chicago: Rand McNally.
26. Charlesworth, R., Hart, C. H., Burts, D. C., & Hernandez, S. (1991). Kindergarten teachers’beliefs and practices. Early Child Development and Care, 70, 17-35.
27. Charlesworth, R., Hart, C. H., Burts, D. C., Thomasson, R. H., Mosley, J., & Fleege, P.O. (1993). Measuring the developmental appropriateness of kindergarten teachers’ beliefs and practices. Early Childhood Research Quarterly, 8, 255-276.
28. Combs, A. (1979). Myths in education. Boston: Allyn and Bacon.
29. Dembo, M. H., & Gibson, S. (1985). Teachers’sense of efficacy: An important factor in school improvement. The Elementary School Journal, 86(2), 173-184.
30. DiBella-McCarthy, H., McDaniel, E. A., & Miller, R. (1995). How efficacious are you? Teaching Exceptional Children, 27(3), 68-72.
31. Elkind, D. (1986). Formal education and early childhood education: An essential difference. Phi Delta Kappan, 67, 631-636.
32. Fletcher, B. C. (1991). Work, stress, disease and life expectancy. New York: John Wiley and Sons.
33. Fritz, J. J., Miller-Heyl, J., Kreutzer, J. C., & MacPhee, D. (1995). Fostering personal teaching efficacy through staff development and classroom activities. The Journal of Educational Research, 88(4), 2002-08.
34. Gibson, S., & Dembo, M. H. (1984). Teacher efficacy: A construct validation. Journal of Educational Psychology, 76, 569-582.
35. Ginns, I. S., Tulip, D. F., Watters, J. J., & Lucas, K. B. (1995). Changes in preservice elementary teachers’ sense of efficacy in teaching science. School Science and Mathematics, 95(8), 394-400.
36. Goodman, J. (1988). Constructing a practical philosophy of teaching: A study of preservice teachers’ professional perspectives. Teaching and Teacher Education, 4(2), 121-137.
37. Greenwood, G. E., Olejnik, S. F., & Parkay, F. W. (1990). Relationships between four teacher efficacy belief patterns and selected teacher characteristics. Journal of Research and Development in Education, 23(2), 102-106.
38. Guskey, T. R. (1984). The influence of change of instructional effectiveness upon the effective characteristics of teachers. American Educational Research Journal, 21, 245-259.
39. Halpin, G., Halpin, G., & Harris, K, (1982). Personality characteristics and self-concept of preservice teachers related to their pupil control orientation. Journal of Experimental Education, 50(4), 195-199.
40. Halpin, G., Harris, K., & Halpin, G. (1985). Teacher stress as related to locus of control, sex, and age. Journal of Experimental Education, 53(3), 136-140.
41. Hatch, J. A., & Freeman, E. B. (1988). Kindergarten philosophies and practices: Perspectives of teachers, principals, and supervisors. Early Childhood Research Quarterly, 3(2), 151-166.
42. Hill, L. T. (1995). Helping teachers love their work. Child Care Information Exchange, 104(30), 32-34.
43. Hirsh-Pasek, K. (1991). Pressure or challenge in preschool? How academic environments affect children. In L. Rescorla, M. C. Hyson, &K. Hirsh-Pasek (Eds.), New directions in child development. Academic instruction in early childhood: Challenge or pressure? (No. 53, pp. 39-45). San Francisco: Jossey-Bass.
44. Hyson, M. C. (1991). The characteristics and origins of the academic preschool. In L. Rescorla, M. C. Hyson, & K. Hirsh-Pasek (Eds.), New directions in child development. Academic instruction in early childhood: Challenge or pressure? (No. 53, pp. 2129). San Francisco: Jossey-Bass.
45. Hyson, M. C., Hirsh-Pasek, K., & Rescorla, L. (1990). The classroom practices inventory: An observation instrument based on NAEYC’s guidelines for developmentally appropriate practices for 4- and 5-year-old children. Early Childhood Research Quarterly, 5, 475-494.
46. Isenberg, J. P. (1990). Teachers’thinking and beliefs and classroom practice. Childhood Education, 66, 322-327.
47. Kagan, D. M. (1992). Implications of research on teacher beliefs. Educational Psychologist, 27(1), 6590.
48. Kagan, D., & Smith, K. E. (1988). Beliefs and behaviors in kindergarten teachers. Educational Research, 30(1), 26-35.
49. Kelly, A. L., & Berthelsen, D. C. (1995). Preschool teachers’ experiences of stress. Teaching and Teacher Education, 11(4), 345-357.
50. Kemple, K. M. (1996). Teachers’ beliefs and reported practices concerning sociodramatic play. Journal of Early Childhood Teacher Education, 17(2), 19-31.
51. Kyriacou, C. (1987). Teacher stress and burnout: An international review. Educational Research, 29, 146-152.
52. Lefcourt, H. (1981). Research with the locus of control construct: Vol. 1. New York: Academic Press.
53. Litt, M. D., & Turk, D. C. (1985). Sources of stress and dissatisfaction in experienced high school teachers. Journal of Educational Research, 78(3), 178-185.
54. Marcon, R. A. (1992). Differential effects of three preschool models on inner-city 4-year-olds. Early Childhood Research Quarterly, 7(4), 517-530.
55. McGrath, M. Z. (1995). Teachers today: A guide to surviving creatively. Thousand Oaks, CA: Corwin Press.
56. McIntyre, T. C. (1984). The relationship between locus of control and teacher burnout. British Journal of Educational Psychology, 54, 235-238.
57. McMullen, M.B. (1997). The effects of early childhood teacher education on self perceptions and beliefs about developmentally appropriate practices. Journal of Early Childhood Teacher Education, 18(3), 55-68.
58. McMullen, M. B. (1998). The beliefs and practices of early childhood educators: Does specialized preparation make a difference in adoption of best practices? International Journal of Early Childhood Education, 3, 5-29.
59. McMullen, M. B., & Krantz, M. (1988). Burnout in day care workers: The effects of learned helplessness and self-esteem. Child and Youth Care Quarterly, 17(4), 275-280.
60. Oakes, P. B., & Caruso, D. A. (1990). Kindergarten teachers’ use of developmentally appropriate practices and attitudes about authority. Early Education and Development, 1, 445-457.
61. Ohlhausen, M., Meyerson, M., & Sexton, T. (1992). Viewing innovations through the efficacy-based change model: A whole language application. Journal of Reading, 35, 536-541.
62. Pajares, M. F. (1992). Teachers’ beliefs and educational research: Cleaning up a messy construct. Review of Educational Research, 62(3), 307-332.
63. Rose, A. (1994). The relationship between efficacy and the instructional practices of special education teachers and consultants. Teacher Education and Special Education, 17(2), 6-95.
64. Rotter, J. B. (1966). Generalized expectancies for internal versus external control of reinforcement. Psychological Monographs, 80 (1, Whole No. 609).
65. Sadowski, C. J. (1987). Update on the reliability of the locus of control scale for teachers. Perceptual and Motor Skills, 65(3), 974.
66. Sadowski, C. J., Taylor, R. C., Woodward, H. R., Peacher, R. K., & Martin, B. J. (1982). Reliability and validity of a Likert-type locus of control scale for teachers. JSAS Catalog of Selected Documents in Psychology, 12, 32 (MS. No. 2475).
67. Sadowski, C. J., & Woodward, H. R. (1983). Teacher locus of control and classroom climate: A crosslagged correlational study. Psychology in the Schools, 20(4), 506-509.
68. Schweinhart, L. J., Weikart, D. P., & Lamer, M. B. (1986). Consequences of three preschool curriculum models through age 15. Early Childhood Research Quarterly, 1, 15-45.
69. Smith, K. E. (1993). Development of the primary teacher questionnaire. Journal of Educational Research, 87(1), 23-29.
70. Smith, M., & Shepard, L. (1988). Kindergarten readiness and retention: A qualitative study of teachers’ beliefs and practices. American Educational Research Journal, 25(3), 307-333.
71. Sparks, G. M. (1988). Teachers’ attitudes toward change and subsequent improvements in classroom teaching. Journal of Educational Psychology, 80, 111-117.
72. Spidell, R. A. (1988). Play in the classroom: A descriptive study of preschool teachers beliefs. Early Child Development and Care, 41(1), 153-172.
73. Spidell-Rusher, A., McGrevin, C. Z., & Lambiotte, J. G. (1992). Belief systems of early childhood teachers and their principals regarding early childhood education. Early Childhood Research Quarterly, 7, 277-296.
74. Spielberger, C. D. (1983). State-trait anxiety inventory. Palo Alto, CA: Mind Garden.
75. Spodek, B. (1988). The implicit theories of early childhood teachers. Early Child Development and Care, 38, 12-32.
76. Stanton, H. W. (1982). Increasing teachers’ intemal-ity through the RSI technique. Australian Psychologist, 17, 27-284.
77. Stein, M. K., & Wang, M. C. (1988). Teacher development and school improvement: The process of teacher change. Teaching and Teacher Education, 4, 171-187.
78. Trendall, C. (1989). Stress in teaching and teacher effectiveness: A study of teachers across mainstream and special education. Educational Research, 31, 52-58.
79. Veenman, S. (1984). Perceived problems of beginning teachers. Review of Educational Research, 54, 143-178.
80. Verma, S., & Peters, D. (1975). Day care teachers’ practices and beliefs. The Alberta Journal of Educational Research, 21(1), 46-55.
81. Weber, B. J., & Omotani, L. M. (1994). The power of believing. The Executive Educator, 16(9), 35-38.
82. Whitebook, M., Howes, C., & Phillips, D. (1989). Who cares? Child care teachers and the quality of care in America. Final Report of the National Child Day Care Staffing Study. Oakland, CA: Child Care Employee Project.
83. Willower, D. J., Eidell, T. L., & Hoy, W. K. (1967). The school pupil control ideology. Penn State Studies Monographs. University Park, PA: Pennsylvania State University.
84. Wing, L. (1989). The influence of preschool teachers’ beliefs on young children’s conceptions of reading and writing. Early Childhood Research Quarterly, 4(1), 61-74.
85. Woolfolk, A. E., & Hoy, W. K. (1990). Prospective teachers’ sense of efficacy and beliefs about control. Journal of Educational Psychology, 82(1), 81-91.
86. Wood, T., Cobb, P., & Yackel, E. (1990). The contextual nature of teaching: Mathematics and reading instruction in one second-grade classroom. Elementary School Journal, 90, 497-513.