Teacher-Articulated Perceptions & Practices with Families: Examining Effective Teaching in Diverse High Quality Child Care Settings

In this research we examined associations among teacher-articulated beliefs and practices about families, teacher background characteristics, and observed teaching practices in programs that served low-income children and families of color. One hundred and fifty four children (50% girls) and their p...

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Bibliographic Details
Published in:Early education and development 2004-04, Vol.15 (2), p.167-186
Main Authors: Shivers, Eva Marie, Howes, Carollee, Wishard, Alison G., Ritchie, Sharon
Format: Article
Language:English
Subjects:
California
Child Care
Cultural Differences
Educational Quality
Ethnic Groups
Family Environment
Low Income
Minority Groups
North Carolina
Parent Teacher Cooperation
Preschool Children
Preschool Teachers
Teacher Attitudes
Teacher Background
Teacher Effectiveness
Teaching Methods
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Summary:In this research we examined associations among teacher-articulated beliefs and practices about families, teacher background characteristics, and observed teaching practices in programs that served low-income children and families of color. One hundred and fifty four children (50% girls) and their primary teachers from 12 programs in Los Angeles and rural North Carolina participated in this research. These teacher-articulated beliefs about families could be reduced through content coding of interview transcripts into two meaningful groups: (1) perceptions of families and (2) working with families. There were positive associations between teacher articulated practices and teachers' beginning guidance. There were ethnic differences in family practices articulated by the teachers suggesting that practices are rooted within ethnic communities. There were modest associations between articulated practices and perception of families, and when used together to represent teachers' articulated beliefs about families, all were significant contributors to our model predicting effective teaching in the classroom.
ISSN:1040-9289
1556-6935
DOI:10.1207/s15566935eed1502_3