Date of Award

1999

Document Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

First Advisor

Teresa K. Buchanan

Second Advisor

Janice M. Stuhlmann

Abstract

The purpose of this study was to determine the personal and professional characteristics of six teachers who reported high developmentally appropriate beliefs and practices and six teachers who reported low developmentally appropriate beliefs and practices. The sample was identified using teachers' scores on a self-reported survey measure of developmentally appropriate practice based on the 1987 guidelines by NAEYC. Qualitative data were collected through interviews with open-ended questions. By providing an in-depth description as a literary portrait of each teacher, this study provides insight into the beliefs and practical knowledge that inform the teaching practices of 12 primary grade teachers. A cross-case analysis within each group revealed common themes of teacher autonomy, teacher efficacy, and teaching strategies. Personal and professional characteristics are differentiated between the groups and are considered to influence teacher beliefs and practice.

ISBN

9780599252509

Pages

149

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