Citation

Buchanan TK, Burts DC, Bidner J, White VF, Charlesworth R. Early Child Res. Q. 1998; 13(3): 459-483.

Copyright

(Copyright © 1998, Elsevier Publishing)

DOI

10.1016/S0885-2006(99)80052-0

PMID

unavailable

Abstract

This study identified classroom characteristics and teacher characteristics that were related to the self-reported beliefs and classroom practices of first, second, and third grade teachers. Teachers (n = 277) representing 77% of the potential subjects completed and returned The Primary Teacher's Beliefs and Practices Survey, a measure based on the developmentally appropriate standards advocated by NAEYC. Factor analyses of the survey supported the use of four proposed subscales: developmentally appropriate beliefs, developmentally appropriate activities, developmentally inappropriate beliefs, and developmentally inappropriate activities. Hierarchical multiple regression analyses indicated that classroom characteristics (class size, grade level, number of children with disabilities, and number of children on free or reduced lunch) and teacher characteristics (perceived relative influence and area of certification) predicted teacher beliefs and practices. After controlling for the classroom variables, teacher characteristics added significantly to the prediction of developmentally inappropriate activities.