The effect of education on child care teachers' beliefs and classroom quality: Year one evaluation of the TEACH early childhood associate degree scholarship program |
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| Institution: | 1. Lehigh University, College of Education, 111 Research Drive, Bethlehem, PA 18015, United States;2. Children''s Hospital of Philadelphia, 4401 Civic Center Boulevard, Philadelphia, PA 19104, United States;3. Utah State University, Family, Consumer, and Human Development, Old Main Hill, Logan, UT 84322, United States;1. University of California, Irvine, 3200 Education, Irvine, CA 92697, United States;2. RAND Corporation, 1776 Main St, Santa Monica, CA 90401,United States;3. University of California, Davis & NBER, 1 Shields Avenue, Davis, CA 95616, United States;4. University of North Carolina at Chapel Hill, CB 3500, Chapel Hill, NC 27599, United States |
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| Abstract: | This study examined the effect of community college coursework on the beliefs and on the classroom practices of teachers in child care centers. Thirty-four teachers participated; 19 were teachers who had received scholarships to attend community college programs in child development and in early childhood education, and 15 were comparison teachers. At the time of pretesting, all participants had high school diplomas and some inservice training. At posttest, the scholarship teachers had completed at least 12–20 credit hr of community college coursework. Results revealed that the classrooms of the program participants had made significant gains on the Early Childhood Environment Rating Scales (ECERS) or the Infant-Toddler Environment Rating Scales (ITERS) and the Teacher Belief Scale between the pre-and posttest and were also more developmentally appropriate, as measured by the ECERS or the ITERS, than the comparison teachers at the time of posttest. The findings are discussed in relation to professional development in the early childhood field. |
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