Is there a link between teachers’ beliefs and behaviors?

Early Education and Development

Volumn 13, Issue 1, 2002, Pages 81-106

  Wilcox Herzog, Amanda ^a  

^a CALIFORNIA STATE UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 85031796378     PISSN: 10409289     EISSN: None     Source Type: Journal    
DOI: 10.1207/s15566935eed1301_5     Document Type: Article

References (47)

1. Arnett, J. (1989). Caregivers in day-care centers: Does training matter? Journal of Applied Developmental Psychology, 10, 541-552.
2. Azjen, I. (1996). The directive influence of attitudes on behavior. In P. M. Gollwitzer & J. A. Bargh (Eds.), The psychology of action: Linking cognition and motivation to behavior. New York, New York: The Guilford Press.
3. Berk, L. E. (1994). Vygotsky’s theory: The importance of make-believe play. Young Children, 50(1), 30-39.
4. Bredekamp, S. (1987). Developmentally appropriate practice in early childhood programs serving children from birth through age 8. Washington, D.C.: NAEYC.
5. Bredekamp, S., & Copple, C. (1997). Developmentally appropriate practice in early childhood programs, revised edition. Washington, D.C.: NAEYC.
6. 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.
7. Charlesworth, R., Hart, C. H., Burts, D., & Hernandez, S. (1991). Kindergarten teachers beliefs and practices. Early Child Development and Care, 70, 17-35.
8. Charlesworth, R., Hart, C. H., Burts, D., 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.
9. Clark, C. M., & Peterson, P. L. (1986). Teachers’ thought processes. In M. C. Wittrock (Ed.), Handbook of research on teaching (3rd ed., pp. 255-296). New York, New York: Macmillan.
10. Clarke-Stewart, K. A. (1987). Predicting child development from child care forms and features: The Chicago study. In D. A. Phillips (Ed.), Quality in child care: What does research tell us? (pp. 21-41). Washington, D.C.: NAEYC.
11. Enz, B., & Christie, J. F. (April, 1994). Teacher play interaction styles and their impact on children’s play and emergent literacy. Paper presented at the annual meeting of the American Educational Research Association, New Orleans, LA.
12. Ernest, P. (1989). The knowledge, beliefs and attitudes of the mathematics teacher: A model. Journal of Education for Teaching, 15(1), 13-33.
13. Erwin, E. J., Carpenter, E., & Kontos, S. (1993, April). What preschool teachers do when children play. Paper presented at the meeting of the American Educational Research Association, Atlanta, GA.
14. Fang, Z. (1996). A review of research on teacher beliefs and practices. Educational Research, 38(1), 47-65.
15. Feeney, S., & Chun, R. (1985). Effective teachers of young children. Young Children, 41(1), 47-52.
16. File, N. (1994). Children’s play, teacher-child interactions, and teacher beliefs in integrated early childhood programs. Early Childhood Research Quarterly, 9, 223-240.
17. Fowell, N., & Lawton, J. (1993). Beyond polar descriptions of developmentally appropriate practice: A reply to Bredekamp. Early Childhood Research Quarterly, 8(1), 121-124.
18. Hart, C. H., Burts, D. C., & Charlesworth, R. (1997). Integrated developmentally appropriate curriculum: From theory and research to practice. In C. H. Hart, D. C. Burts, and R. Charlesworth (Eds.), Integrated Curriculum and Developmentally Appropriate Practice, NY: NY, SUNY Press.
19. Hatch, J. A., & Freeman, E. B. (1988). Kindergarten philosophies and practices: Perspectives of teachers, principals, and supervisors. Early Childhood Research Quarterly, 3, 151-166.
20. Helburn, S. W. (1995). Cost, quality, and child outcomes in child care centers: Technical report, Denver, Department of Economics, Center for Research in Economic and Social Policy, University of Colorado at Denver.
21. Holloway, S. D., Rambaud, M. F., Fuller, B., & Eggers-Pierola, C. (1995). What is “appropriate practice” at home and in child care? Low-income mothers’ views on preparing their children for school. Early Childhood Research Quarterly, 10, 451-473.
22. Holloway, S. D., & Reichhart-Erickson, M. (1988). The relationship of day care quality to children’s free-play behavior and social problem-solving skills. Early Childhood Reasearch Quarterly, 3, 39-53.
23. Howes, C. (1990). Social play scale, social pretend play scale, and adult play scale: Training tape script. Los Angeles: University of California, Los Angeles, Graduate School of Education.
24. Howes, C. (1997). Children’s experiences in center based child care as a function of teacher background and adult:child ratio. Merrill-Palmer Quarterly, 43(3), 404-425.
25. Howes, C., & Smith, E. (1995). Relations among child care quality, teacher behavior, children’s play activities, emotional security, and cognitive activity in child care. Early Childhood Research Quarterly, 10, 381-404.
26. Howes, C., & Stewart, P. (1987). Child’s play with adults, toys, and peers: An examination of family and child-care influences. Developmental Psychology, 23, 423-430.
27. Jipson, J. (1991). Developmentally appropriate practice: Culture, curriculum, connections. Early Education and Development, 2(2), 120-136.
28. Kagan, D. M., & Smith, K. E. (1988). Beliefs and behaviors of kindergarten teachers. Educational Research, 30(1), 26-35.
29. Kontos, S. (1998). Head Start teachers’ talk, roles, and activity settings during free play. Unpublished manuscript.
30. Kontos, S., & Wilcox-Herzog, A. (1997). Influences on children’s competence in early childhood classrooms. Early Childhood Research Quarterly, 13(3), 247-262.
31. Kontos, S., & Dunn, L. (1993). Caregiver practices and beliefs in child care varying in developmental appropriateness and quality. Advances in Early Education and Day Care, 5, 53-74.
32. Kontos, S., Howes, C., Shinn, M., & Galinsky, E. (1995). Quality in family child care and relative care. New York, New York: Teachers College Press.
33. Kontos, S., Hsu, H-C, & Dunn, L. (1993). Children’s cognitive and social competence in childcare centers and family day-care homes. Journal of Applied Developmental Psychology, 15, 87-111.
34. McCartney, K. (1984). Effect of quality of day care environment on children’s language development. Developmental Psychology, 20(2), 244-260.
35. McMullen, M. B. (March, 1997a). The effects of early childhood teacher education on self perception and beliefs about developmentally appropriate practices. Paper presented at the IAEYC conference, Indianapolis, IN.
36. McMullen, M. B. (March, 1997b). Developmentally appropriate beliefs and practices: Attributes of DAP early childhood professionals. Paper presented at the IAEYC conference, Indianapolis, IN.
37. Miller, P. H. (1993). Theories of developmental psychology. New York: W. H. Freeman and Company.
38. O’Brien, L. M. (1991). Turning my world upside down or how I learned to question developmentally appropriate practice. Rochester, N.Y.: Nazareth College of Rochester. (ERIC Document Reproduction Service No. ED 380 192)
39. Pajares, M. F. (1992). Teachers’ beliefs and educational research: Cleaning up a messy construct. Review of Educational Research, 62(3), 307-332.
40. Pellegrini, A. D. (1984). The effects of exploration and play on young children’s associative fluency: A review and extension of training studies. In T. D. Yawkey & A. D. Pellegrini (Eds.), Child’s Play: Developmental and Applied (pp. 237-253). New Jersey: Lawrence Erlbaum Associates.
41. Rosenthal, M. K. (1991). Behaviors and beliefs of caregivers in family day care: The effects of background and work environment. Early Childhood Research Quarterly, 6, 263-283.
42. Roskos, K., & Neuman, S. B. (1993). Descriptive observations of adults’ facilitation of literacy in young children’s play. Early Childhood Research Quarterly, 8, 77-97.
43. Saltz, E., Dixon, D., & Johnson, J. (1977). Training disadvantaged preschoolers on various fantasy activities: Effects on cognitive functioning and impulse control. Child Development, 48, 367-380.
44. Schrader, C. T. (1990). Symbolic play as a curricular tool for early literacy development. Early Childhood Research Quarterly, 5, 79-103.
45. Stipek, D. J., & Byler, P. (1997). Early childhood education teachers: Do they practice what they preach? Early Childhood Research Quarterly, 12, 305-326.
46. Whitebook, M., Howes, C., & Phillips, D. (1989). Who cares? Child care teachers and the quality of care in America: Final report National Child Care Staffing Study.
47. Wilcox-Herzog, A. S., & Kontos, S. (1998). The nature of teacher talk in early childhood classrooms and its relationship to children’s play with objects and peers. The Journal of Genetic Psychology, 159(1), 30-44.