Sources of teacher beliefs about developmentally appropriate practice: a structural equation model of the role of teacher efficacy beliefs

References

• Bandura, A. 1993. “Perceived Self-efficacy in Cognitive Development and Functioning.” Educational Psychologist 28 (2): 117–148. doi:10.1207/s15326985ep2802_3.
   Web of Science ®Google Scholar
• Bandura, A. 2006. “Guide for Constructing Self-efficacy Scales.” http://web.stanford.edu/dept/psychology/bandura/pajares/014BanduraGuide2006.pdf.
   Google Scholar
• Bredekamp, S. 1992. “What is ‘Developmentally Appropriate’ and Why is It Important?” Journal of Physical Education, Recreation & Dance 63 (6): 31–32. doi:10.1080/07303084.1992.10606612.
   Google Scholar
• Bredekamp, S. 1993. “Myths about Developmentally Appropriate Practice: A Response to Fowell and Lawton.” Early Childhood Research Quarterly 8 (1): 117–119. doi:10.1016/S0885-2006(05)80101-2.
   Google Scholar
• Brownlee, J., and A. Chak. 2007. “Hong Kong Student Teachers’ Beliefs about Children’s Learning: Influences of a Cross-cultural Early Childhood Teaching Experience.” Australian Journal of Educational and Developmental Psychology 7: 11–21. https://files.eric.ed.gov/fulltext/EJ815615.pdf.
   Google Scholar
• Burts, D. C., C. H. Hart, R. Charlesworth, P. O. Fleege, J. Mosley, and R. H. Thomasson. 1992. “Observed Activities and Stress Behaviors of Children in Developmentally Appropriate and Inappropriate Kindergarten Classrooms.” Early Childhood Research Quarterly 7 (2): 297–318. doi:10.1016/0885-2006(92)90010-V.
   Google Scholar
• Burts, D. C., C. H. Hart, R. Charlesworth, and L. Kirk. 1990. “A Comparison of Frequencies of Stress Behaviors Observed in Kindergarten Children in Classrooms with Developmentally Appropriate Versus Developmentally Inappropriate Instructional Practices.” Early Childhood Research Quarterly 5 (3): 407–423. doi:10.1016/0885-2006(90)90030-5.
   Google Scholar
• Byrne, B. M. 2010. Structural Equation Modeling with Amos: Basic Concepts, Applications, and Programming. New York: Taylor and Francis Group.
   Google Scholar
• Cassidy, D. J., and J. M. Lawrence. 2000. “Teachers’ Beliefs: The Whys Behind the How Tos in Child Care Classrooms.” Journal of Research in Childhood Education 14 (2): 193–204. doi:10.1080/02568540009594763.
   Google Scholar
• Charlesworth, R., C. H. Hart, D. C. Burts, R. H. Thomasson, J. Mosley, and P. O. Fleege. 1993. “Measuring the Developmental Appropriateness of Kindergarten Teachers’ Beliefs and Practices.” Early Childhood Research Quarterly 8 (3): 255–276. doi:10.1016/S0885-2006(05)80067-5.
   Google Scholar
• Clarke-Stewart, K. A., Y. Lee, V. D. Allhusen, M. S. Kim, and D. J. McDowell. 2006. “Observed Differences Between Early Childhood Programs in the US and Korea: Reflections of Developmentally Appropriate Practices in Two Cultural Contexts.” Journal of Applied Developmental Psychology 27 (5): 427–443. doi:10.1016/j.appdev.2006.06.006.
   Web of Science ®Google Scholar
• Cobanoglu, R., and Y. Capa-Aydin. 2012. “A Canonical Analysis of Early Childhood Teachers’ Sense of Efficacy, Beliefs about Teaching, and Years of Experience.” Paper presented at the European Conference on Educational Research (ECER), Cadiz, Spain, September 18–21.
   Google Scholar
• Cobanoglu, R., Y. Capa-Aydin, and A. Yildirim. 2016. “Development and Validation of Teacher Self-efficacy Scale for Early Childhood Education.” Paper presented at the International Congress on Curriculum and Instruction, Antalya, Turkey, October 27–30.
   Google Scholar
• Cohen, J. 1988. Statistical Power Analysis for the Behavioral Sciences. Hillsdale, NJ: Lawrence Earlbaum Associates.
   Google Scholar
• Copple, C., and S. Bredekamp. 2009. Developmentally Appropriate Practice. Washington, DC: National Association for the Education of Young Children.
   Google Scholar
• Çapa, Y. 2005. “Factors Influencing First-year Teachers’ Sense of Efficacy.” PhD diss., The Ohio State University.
   Google Scholar
• Demircan, H. Ö. 2012. “Developmentally Appropriate Practice and Parental Involvement in Preschools: Parent and Teacher Perspectives.” PhD diss., Middle East Technical University.
   Google Scholar
• Dunn, L., and S. Kontos. 1997. “What Have We Learned about Developmentally Appropriate Practice? Research in Review.” Young Children 52 (5): 4–13. http://www.jstor.org/stable/42727377.
   Google Scholar
• Erickson, J. D. 2018. “Maintaining Developmentally Appropriate Literacy Practices in Standardized Classrooms: A Freirean Framed Review of the Literature.” Early Child Development and Care 188 (3): 296–309. doi:10.1080/03004430.2016.1213727.
   Web of Science ®Google Scholar
• Fantuzzo, J., S. Perlman, F. Sproul, A. Minney, M. A. Perry, and F. Li. 2012. “Making Visible Teacher Reports of their Teaching Experiences: The Early Childhood Teacher Experiences Scale.” Psychology in the Schools 49 (2): 194–205. doi:10.1002/pits.20623.
   Web of Science ®Google Scholar
• Friesen, A., and G. Butera. 2012. “You Introduce All of the Alphabet … But I Do Not Think It Should Be the Main Focus: Exploring Early Educators’ Decisions about Reading Instruction.” Early Childhood Education Journal 40 (6): 361–368. doi:10.1007/s10643-012-0530-0.
   Google Scholar
• Gibson, S., and M. H. Dembo. 1984. “Teacher Efficacy: A Construct Validation.” Journal of Educational Psychology 76 (4): 569–582. doi:10.1037/0022-0663.76.4.569.
   Web of Science ®Google Scholar
• Gilbert, A. 2009. “Utilizing Science Philosophy Statements to Facilitate K-3 Teacher Candidates’ Development of Inquiry-based Science Practice.” Early Childhood Education Journal 36 (5): 431–438. doi:10.1007/s10643-009-0302-7.
   Google Scholar
• Guskey, T. R. 2002. “Professional Development and Teacher Change.” Teachers and Teaching: Theory and Practice 8 (3): 381–391. doi:10.1080/135406002100000512.
   Google Scholar
• Guskey, T. R., and P. D. Passaro. 1994. “Teacher Efficacy: A Study of Construct Dimensions.” American Educational Research Journal 31 (3): 627–643. doi:10.3102/00028312031003627.
   Web of Science ®Google Scholar
• Gürbüztürk, O., and N. Şad. 2009. “Student Teachers’ Beliefs about Teaching and their Sense of Self-efficacy: A Descriptive and Comparative Analysis.” Inonu University Journal of the Faculty of Education 10 (3): 201–226. https://pegem.net/dosyalar/dokuman/1188110312.pdf.
   Google Scholar
• Hatch, A., B. Bowman, J. R. Jor’Dan, C. L. Morgan, C. Hart, L. D. Soto, S. Lubeck, and M. Hyson. 2002. “Developmentally Appropriate Practice: Continuing the Dialogue.” Contemporary Issues in Early Childhood 3 (3): 439–457. http://journals.sagepub.com/doi/pdf/10.2304/ciec.2002.3.3.10.
   Google Scholar
• Heisner, M. J., and A. R. Lederberg. 2011. “The Impact of Child Development Associate Training on the Beliefs and Practices of Preschool Teachers.” Early Childhood Research Quarterly 26 (2): 227–236. doi:10.1016/j.ecresq.2010.09.003.
   Web of Science ®Google Scholar
• Hindman, A. H., and B. A. Wasik. 2008. “Head Start Teachers’ Beliefs about Language and Literacy Instruction.” Early Childhood Research Quarterly 23 (4): 479–492. doi:10.1016/j.ecresq.2008.06.002.
   Web of Science ®Google Scholar
• Hooper, D., J. Coughlan, and M. Mullen. 2008. “Structural Equation Modelling: Guidelines for Determining Model Fit.” Electronic Journal of Business Research Methods 6 (1): 53–60. http://arrow.dit.ie/cgi/viewcontent.cgi?article=1001&context=buschmanart.
   Google Scholar
• Hoy, W. K., and A. E. Woolfolk. 1993. “Teachers’ Sense of Efficacy and the Organizational Health of Schools.” The Elementary School Journal 93 (4): 355–372. http://www.jstor.org/stable/1002017.
   Web of Science ®Google Scholar
• Hu, L. T., and P. M. Bentler. 1999. “Cutoff Criteria for Fit Indexes in Covariance Structure Analysis: Conventional Criteria Versus New Alternatives.” Structural Equation Modeling: A Multidisciplinary Journal 6 (1): 1–55. doi:10.1080/10705519909540118.
   Web of Science ®Google Scholar
• Huffman, L. R., and P. W. Speer. 2000. “Academic Performance among At-risk Children: The Role of Developmentally Appropriate Practices.” Early Childhood Research Quarterly 15 (2): 167–184. doi:10.1016/S0885-2006(00)00048-X.
   Web of Science ®Google Scholar
• Kagan, D. M. 1992. “Implications of Research on Teacher Belief.” Educational Psychologist 27 (1): 65–90. doi:10.1207/s15326985ep2701_6.
   Web of Science ®Google Scholar
• Kim, H. K. 2011. “Developmentally Appropriate Practice (DAP) as Defined and Interpreted by Early Childhood Preservice Teachers: Beliefs about DAP and Influences of Teacher Education and Field Experience.” Southeastern Regional Association of Teacher Educators Journal 20 (2): 12–22. http://files.eric.ed.gov/fulltext/EJ959525.pdf.
   Google Scholar
• Kim, K-R., and T. K. Buchanan. 2009. “Teacher Beliefs and Practices Survey: Operationalising the 1997 NAEYC Guidelines.” Early Child Development and Care 179 (8): 1113–1124. doi:10.1080/03004430701830381.
   Google Scholar
• Kline, R. B. 2011. Principles and Practice of Structural Equation Modeling. New York: Guilford Publications.
   Google Scholar
• Levin, B. B. 2015. “The Development of Teachers’ Beliefs.” In International Handbook of Research on Teachers’ Beliefs, edited by H. Fives and M. G. Gill, 48–65. New York: Routledge.
   Google Scholar
• Levin, B., and Y. He. 2008. “Investigating the Content and Sources of Teacher Candidates’ Personal Practical Theories (Ppts).” Journal of Teacher Education 59 (1): 55–68. doi: 10.1177/0022487107310749.
   Web of Science ®Google Scholar
• Maxwell, K. L., R. A. McWilliam, M. L. Hemmeter, M. J. Ault, and J. W. Schuster. 2001. “Predictors of Developmentally Appropriate Classroom Practices in Kindergarten Through Third Grade.” Early Childhood Research Quarterly 16 (4): 431–452. doi:10.1016/S0885-2006(01)00118-1.
   Web of Science ®Google Scholar
• McMullen, M. B., and K. Alat. 2002. “Education Matters in the Nurturing of the Beliefs of Preschool Caregivers and Teachers.” Early Childhood Research and Practice 4 (2), http://ecrp.uiuc.edu/v4n2/mcmullen.html.
   Google Scholar
• McMullen, M. B., J. Elicker, G. Goetze, H.-H. Huang, S.-M. Lee, C. Mathers, X. Wen, and H. Yang. 2006. “Using Collaborative Assessment to Examine the Relationship Between Self-reported Beliefs and the Documentable Practices of Preschool Teachers.” Early Childhood Education Journal 34 (1): 81–91. doi:10.1007/s10643-006-0081-3.
   Google Scholar
• McMullen, M., J. Elicker, J. Wang, Z. Erdiller, S. M. Lee, C. H. Lin, and P. Y. Sun. 2005. “Comparing Beliefs about Appropriate Practice among Early Childhood Education and Care Professionals from the US, China, Taiwan, Korea, and Turkey.” Early Childhood Research Quarterly 20 (4): 451–464. doi:10.1016/j.ecresq.2005.10.005.
   Web of Science ®Google Scholar
• Ministry of National Education. 2013. “Early Childhood Education Curriculum.” https://tegm.meb.gov.tr/dosya/okuloncesi/ooproram.pdf.
   Google Scholar
• Morris, D. B., E. L. Usher, and J. A. Chen. 2017. “Reconceptualizing the Sources of Teaching Self-efficacy: A Critical Review of Emerging Literature.” Educational Psychology Review 29 (4): 795–833. doi:10.1007/s10648-016-9378-y.
   Web of Science ®Google Scholar
• NAEYC. 2009. “Developmentally Appropriate Practice in Early Childhood Programs Serving Children from Birth through Age 8.” http://www.naeyc.org/files/naeyc/file/positions/PSDAP.pdf.
   Google Scholar
• OECD. 2009. “Creating Effective Teaching and Learning Environments. First Results from TALIS. Executive Summary.” http://www.oecd.org/education/school/50456114.pdf.
   Google Scholar
• Pajares, M. F. 1992. “Teachers’ Beliefs and Educational Research: Cleaning Up a Messy Construct.” Review of Educational Research 62 (3): 307–332. doi:10.3102/00346543062003307.
   Web of Science ®Google Scholar
• Pajares, F. 1993. “Pre-service Teachers’ Beliefs: A Focus for Teacher Education.” Action in Teacher Education 15 (2): 45–54. doi:10.1080/01626620.1993.10734409.
   Google Scholar
• Perren, S., S. Herrmann, I. Iljuschin, D. Frei, C. Körner, and F. Sticca. 2017. “Child-centred Educational Practice in Different Early Education Settings: Associations with Professionals’ Attitudes, Self-efficacy, and Professional Background.” Early Childhood Research Quarterly 38 (1): 137–148. doi:10.1016/j.ecresq.2016.07.001.
   Google Scholar
• Rothbaum, F., R. Nagaoka, and I. C. Ponte. 2006. “Caregiver Sensitivity in Cultural Context: Japanese and US Teachers’ Beliefs about Anticipating and Responding to Children’s Needs.” Journal of Research in Childhood Education 21 (1): 23–40. doi:10.1080/02568540609594576.
   Google Scholar
• Sanders, K., and F. Farago. 2018. “Developmentally Appropriate Practice in the Twenty-first Century.” In International Handbook of Early Childhood Education, edited by M. Fleer and B. van Oers, 1379–1400. Dordrecht, Netherlands: Springer.
   Google Scholar
• Schumacker, R. E., and R. G. Lomax. 2004. A Beginner’s Guide to Structural Equation Modeling. Mahwah, NJ: Lawrence Erlbaum Associates, Publishers.
   Google Scholar
• Skaalvik, E. M., and S. Skaalvik. 2007. “Dimensions of Teacher Self-efficacy and Relations with Strain Factors, Perceived Collective Teacher Efficacy, and Teacher Burnout.” Journal of Educational Psychology 99 (3): 611–625. doi:10.1037/0022-0663.99.3.611.
   Web of Science ®Google Scholar
• Skaalvik, E. M., and S. Skaalvik. 2010. “Teacher Self-efficacy and Teacher Burnout: A Study of Relations.” Teaching and Teacher Education 26 (4): 1059–1069. doi:10.1016/j.tate.2009.11.001.
   Web of Science ®Google Scholar
• Stipek, D. J., and P. Byler. 1997. “Early Childhood Education Teachers: Do They Practice What They Preach?” Early Childhood Research Quarterly 12 (3): 305–325. doi:10.1016/S08852006(97)90005-3.
   Web of Science ®Google Scholar
• Şahin-Sak, İ. T., F. Tantekin-Erden, and S. Pollard-Durodola. 2018. “Turkish Preschool Teachers’ Beliefs and Practices Related to Two Dimensions of Developmentally Appropriate Classroom Management.” Education 3–13 46 (1): 102–116. doi:10.1080/03004279.2016.1194447.
   Web of Science ®Google Scholar
• Tabachnick, B. G., and L. S. Fidell. 2013. Using Multivariate Statistics. Boston: Pearson.
   Google Scholar
• Tschannen-Moran, M., and A. Woolfolk Hoy. 2001. “Teacher Efficacy: Capturing an Elusive Construct.” Teaching and Teacher Education 17 (7): 783–805. doi:10.1016/S0742-051X(01)00036-1.
   Web of Science ®Google Scholar
• Tschannen-Moran, M., A. Woolfolk Hoy, and W. K. Hoy. 1998. “Teacher Efficacy: Its Meaning and Measure.” Review of Educational Research 68 (2): 202–248. doi:10.3102/00346543068002202.
   Web of Science ®Google Scholar
• Van Horn, M. L., and S. L. Ramey. 2004. “A New Measure for Assessing Developmentally Appropriate Practices in Early Elementary School, a Developmentally Appropriate Practice Template.” Early Childhood Research Quarterly 19 (4): 569–587. doi:10.1016/j.ecresq.2004.10.002.
   Web of Science ®Google Scholar
• Vartuli, S. 1999. “How Early Childhood Teacher Beliefs Vary Across Grade Level.” Early Childhood Research Quarterly 14 (4): 489–514. doi:10.1016/S0885-2006(99)00026-5.
   Web of Science ®Google Scholar
• Wilcox-Herzog, A., S. Ward, E. H. Wong, and M. McLaren. 2015. “Preschool Teacher’s Ideas about How Children Learn Best: An Examination of Beliefs about the Principles of Developmental Appropriate Practice.” In International Handbook of Research on Teachers’ Beliefs, edited by H. Fives and M. G. Gill, 421–435. New York: Routledge.
   Google Scholar
• Zepeda, M. 1993. “An Exploratory Study of Demographic Characteristics, Retention, and Developmentally Appropriate Practice in Kindergarten.” Child Study Journal 23 (1): 57–78.
   Google Scholar