This study was designed to (a) test the psychometric properties of a new observation measure of developmentally appropriate classroom practices in kindergarten through third-grade classrooms, and (b) determine how well classroom and teacher characteristics predict developmentally appropriate classroom practices. Teacher-reported and observational data from 69 classrooms provided support for construct validity, internal consistency, and interrater agreement of the Assessment of Practices in Early Elementary Classrooms (APEEC) measure. Hierarchical multiple regression analyses indicated that classroom characteristics (grade, class size, number of children with disabilities), teacher characteristics (education level, years of experience) and teacher beliefs (developmentally appropriate beliefs and developmentally inappropriate beliefs) accounted for 42% of the variance in observed classroom practices. With all variables in the model, teacher education, grade, and beliefs in developmentally appropriate and inappropriate practice accounted for most of the variance in observed classroom practices.
|Number of pages||22|
|Journal||Early Childhood Research Quarterly|
|State||Published - Dec 2001|
Bibliographical noteFunding Information:
This study was conducted with support from the U. S. Department of Education, Office of Special Education Programs, Early Childhood Programs for Children with Disabilities (Grant No. H024Q5001), Early Childhood Follow-Through Research Institute. The opinions expressed here are those of the authors and may not be those of the funding agency. Thanks are extended to the following contributors: Paulette Chetney, Rebecca Blair Gateskill, Janet Hovekamp, Syndee Kraus, Beth Partington, Cynthia Pendergrast, Canby Robinson, Kim Sloper, Brian Sullivan, and Kathy Watkins. We are especially grateful to the teachers and children who welcomed us into their classrooms.
ASJC Scopus subject areas
- Developmental and Educational Psychology
- Sociology and Political Science