Using Collaborative Assessment to Examine the Relationship between Self-Reported Beliefs and the Documentable Practices of Preschool Teachers

By M. McMullen, J. Elicker, G. Goetze, Hsin-Hui Huang, Sun-Mi Lee, C. Mathers, Xiaoli Wen, Heayoung Yang. 2006

123 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/1edffd6c21591d454d547e4118cd346966f1f789

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Citations in the corpus

Early Childhood Teachers' Curriculum Beliefs: Are They Consistent With Observed Classroom Practices? (2011, background): “Similarly, McMullen and colleagues ( 2006 ) compared what preschool teachers said about their beliefs to their actual practices as examined by classroom observations, curriculum materials, daily curriculum plans, program artifacts, and other evidence collected from their classroom environments and p”
Early childhood educators' knowledge, beliefs, education, experiences, and children's language- and literacy-learning opportunities: What is the connection? (2016, background): “Conversely, other research indicates that educators’ beliefs seem to match observable instruction related to educator–child interactions (McMullen et al., 2006).”
Spring cleaning for the “messy” construct of teachers’ beliefs: What are they? Which have been examined? What can they tell us? (2012, background): “The perceived culture within a school (e.g., Barkatsas & Malone, 2005 ), as well as the actions of colleagues, coteachers, and mentor teachers, infl uence which beliefs teachers enact (e.g., McMullen et al., 2006 ).”
Preservice Teachers’ Emotion-Related Regulation and Cognition: Associations With Teachers’ Responses to Children's Emotions in Early Childhood Classrooms (2012, background): “Research assessing the belief systems of teachers has largely focused on beliefs related to developmentally appropriate practices (see Copple & Bredekamp, 2009 ), and studies indicate that when teacher beliefs align with developmentally appropriate practices, classroom practices are indicative of h”
Play in the School Context? The Perspectives of Finnish Teachers. (2011, background): “The complaints posed by them relate to teaching as a technical act (Moje & Wade, 1997), or as a “traditional” or academic-oriented process, including dominant behavior such as consistent routines, pre-planned curriculums, and teacher-directed learning (McMullen et al., 2006).”
Chinese and American preschool teachers’ beliefs about early childhood curriculum (2008, methodology): “Qualitative analyses of the interview data will be reported in another paper, including exploration of relationships between the quantitative and qualitative findings (McMullen et al., 2006).”