The relationship between teacher beliefs and practices, and head start classroom quality

Early Education and Development

Volumn 12, Issue 2, 2001, Pages 225-238

  McCarty, Frances ^a   Abbott Shim, Martha ^b  

^a EMORY UNIVERSITY   (United States)

^b GEORGIA STATE UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 85071217271     PISSN: 10409289     EISSN: None     Source Type: Journal    
DOI: 10.1207/s15566935eed1202_4     Document Type: Article

References (23)

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13. Harms, T., & Clifford, R. (1980). Early Childhood Environment Rating Scale. New York: Teachers College Press, Columbia University.
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15. Hyson, M., Hirst-Pasek, K., & Rescorla, L. (1990). The classroom practices inventory: An observational instrument based on NAEYC’s guidelines for developmentally appropriate practices for four and five year old children. Early Childhood Research Quarterly, 6 (2), 183-197.
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17. National Association for the Education of Young Children (1984). Accreditation criteria and procedures of the National Academy of Early Childhood Programs. Position Statement. Washington, D.C.: National Academy of Early Childhood Programs.
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19. Rusher, A., McGrevin, C., & Lambiotte, J. (1992). Belief systems of early childhood teachers and their principals regarding early childhood education. Early Childhood Research Quarterly, 7, 277-296.
20. Spodek, B. (1988). Implicit theories of early childhood teaches: Foundations for professional behavior. In B. Spodek, O. N. Saracho, & D. L. Peters (Eds.), Professionalism and the Early Childhood Practitioner (pp. 161-171) New York: Teachers College Press.
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