The nature and extent of change in early childhood educators' language and literacy knowledge and beliefs
Jennifer R. Ottley, Shayne B. Piasta, Crane Center for Early Childhood Research and Policy, United States ; Susan A. Mauck, Ann O'Connell, Department of Educational Studies, United States ; Melissa Weber-Mayrer, Department of Teaching and Learning, United States ; Laura M. Justice, Crane Center for Early Childhood Research and Policy, United States
TATE Volume 52, Number 1, ISSN 0742-051X Publisher: Elsevier Ltd
Professional development (PD) can enhance educators' knowledge and beliefs, but research has yet to determine the nature and extent of such change. This study examined the patterns and predictors of change in knowledge and beliefs for early childhood educators participating in state-implemented PD. Results from a longitudinal piecewise growth model indicated that educators improved their knowledge and beliefs to varying extents during the school year when PD was provided. Change then plateaued with educators neither improving nor regressing during the subsequent school year. Openness to change and self-efficacy significantly predicted knowledge and beliefs, respectively. Research and practice implications are provided.
Ottley, J.R., Piasta, S.B., Mauck, S.A., O'Connell, A., Weber-Mayrer, M. & Justice, L.M. (2015). The nature and extent of change in early childhood educators' language and literacy knowledge and beliefs. Teaching and Teacher Education: An International Journal of Research and Studies, 52(1), 47-55. Elsevier Ltd.