Using Collaborative Assessment to Examine the Relationship between Self-Reported Beliefs and the Documentable Practices of Preschool Teachers

Abstract

A team of researchers used a collaborative assessment protocol to compare the self-reported teaching beliefs of a convenience sample of preschool teachers (N = 57) to their documentable practices (i.e., practices that could be observed, recorded, and categorized using a deductive strategy). Data were examined from survey instruments, detailed classroom observations and time-sampling, curriculum materials, and program artifacts. Results indicated that when child-directed choice/play time, emergent literacy and language development activities were emphasized, teachers self-reported beliefs were more strongly aligned with developmentally appropriate practice (DAP) as a philosophy of practice. When consistent routines, organized classrooms, preplanned curriculum, and teacher-directed learning were the dominant behaviors, the teachers were found to report more “traditional” or academic-oriented beliefs.

Appendix

Appendix A. Case Summary Write-up for Teacher X following Observation by Researcher

In this classroom, the teacher was very responsive to the children’s needs and interests. Her tone of voice was friendly, caring, calm, and authoritative, without being authoritarian. When the teacher talked to the children she put herself at the children’s eye level. There was also evidence of scaffolding in her teaching. When the children were engaging in activities she quietly went by and observed the children first, and then if she found the children having difficulty with certain things she interacted with them by asking open-ended questions or giving them some hints or simple directions so the children could solve the problems and move on to the next level of development. This teacher encouraged children to select their own activities, but also to use critical thinking and experiment with new things. In addition, she also valued having children respect the classroom rules and rituals. For example, all children had to help the teachers clean up the classroom after their free choice time and each of the children took turns helping prepare snacks for the group. Before eating snacks they shared a recited thank you prayer using sign language. Creative art was also encouraged. Children’s final art projects were hanging on the wall and there were plenty of art materials readily available to the children during their free choice time. Literacy and language development for children was also strongly emphasized in the classroom. The classroom had a writing table for the children so that they could write letters to their family or friends. During the large group activities the teacher read a story and extended the conversation about the story with the children. Furthermore, the teacher integrated the current holiday theme into class activities. When I observed the classroom it was close to Valentine’s Day, so the classroom activities were related to that theme. Children made cards and bags for their classmates and their families. Some of the children made Valentine’s cup cakes with the teacher. While the children made cupcakes, the teacher patiently encouraged the children to take turns and respect others’ feelings. Even though the classroom had a science area, tool table, and manipulatives for math activities the teacher didn’t encourage children to engage in those activities during free choice time. Science and math were less emphasized than art, dramatic play, and language activities. Also, there was also little evidence of cultural diversity represented in the classroom materials.

Context

This is a traditional part-time preschool program housed within a church setting in a community neighborhood. The program, in which this teacher works is a half-day, developmentally based program. This means that the teachers in this program may have more time to gather information and prepare for their classes. The general atmosphere of the class was stable, well planned, and pretty energetic. Moreover, the teacher didn’t look like she was overwhelmed with other duties. This program has two teachers and one parent helper on a daily basis. Even though there were three adults in the classroom, this teacher tried to engage and spend more time with the children than talking with the parent helper or the co-teacher. She also spent little time in classroom management activities such as hanging art projects on the wall, washing toys, or cleaning the classroom during class time. The classroom setting itself seemed to honor children’s work by displaying the work on the walls in and outside the classroom itself, in the hall way.

Appendix B. Sample of Quantitative Summary Sheet for Teacher Y

Appendix C. Sample Data Summary Sheet for Teacher Y