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Development of the Early Childhood Curricular Beliefs Inventory Florida State University Libraries Electronic Theses, Treatises and Dissertations The Graduate School 2004 Development of the Early Childhood Curricular Beliefs Inventory: An Instrument to Identify Preservice Teachers' Early Childhood Curricular Orientation Melanie Kannwischer Jensen Follow this and additional works at the FSU Digital Library. For more information, please contact [email protected] THE FLORIDA STATE UNIVERSITY COLLEGE OF EDUCATION DEVELOPMENT OF THE EARLY CHILDHOOD CURRICULAR BELIEFS INVENTORY: AN INSTRUMENT TO IDENTIFY PRESERVICE TEACHERS’ EARLY CHILDHOOD CURRICULAR ORIENTATION By MELANIE KANNWISCHER JENSEN A Dissertation submitted to the Department of Elementary and Early Childhood Education in partial fulfillment of the requirements for the degree of Doctor of Philosophy Degree Awarded: Summer Semester, 2004 Copyright © 2004 Melanie Kannwischer Jensen All Rights Reserved The members of the Committee approve the Dissertation of Melanie Kannwischer Jensen defended on April 30, 2004. ________________________ Charles Wolfgang Professor Directing Dissertation ________________________ Elizabeth Jakubowski Outside Committee Member ________________________ Ithel Jones Committee Member ________________________ Vickie Lake Committee Member Approved: _________________________________________________ Ithel Jones, Chair, Elementary and Early Childhood Education The Office of Graduate Studies has verified and approved the above named committee members. ii To Chris, Mariah and Chris …you never doubted me iii ACKNOWLEDGEMENTS While this journey has been long, it has been replete with support from so many. First and foremost, I must thank my parents: Gus, Nell, Chris, and Audrey, I promised I would finish and I did. This dissertation has been greatly enhanced by the members of my supervisory committee who have provided critical and constructive feedback: Dr. Elizabeth Jakubowski, Dr. Ithel Jones, and Dr. Vickie Lake. Your comments were always on target and invoked a great deal of thought and reflection. I owe so much to Dr. Charles Wolfgang, my major professor. His patience, guidance and encouragement were just what I needed in order to complete this endeavor. Throughout this undertaking I have had several mentors who have shown me what to strive for: Dr. Virginia Green, April Penton, and my mother Dr. Nell Kannwischer – you reminded me of what is truly important. The completion of this dissertation would not have been possible without the support and encouragement of my colleagues at Flagler College: Dr. Susan Strauss, Dr. Murilla Morris, Peggy Durham, Michael Pierce, Jennifer Doster, Heather Deyo, Tiffany Williams, Mary Pat Zacker, and Maura Freeburg to name just a few – thank you for listening and advising. I am also indebted to Dr. John Meis and Dr. Davis Sacks for their expert advisement regarding statistics and methodology. To the staff at Florida State University, Timolin Bodison-Baker and Gwen Johnson – you have answered my many questions and provided me with kindness and support when needed most. My family has been my strength, together we endured much, but they always encouraged me to finish: Chris, who never doubted that this day would come; and Chris and Mariah, who see that regardless of what life throws you, with perseverance you can, and will, prevail – I love you all. iv TABLE OF CONTENTS List of Tables .................................................................................... vii Abstract .......................................................................................... ix 1. Chapter 1 .................................................................................... 1 Orientation .................................................................................... 1 Historical Overview ....................................................................... 3 Importance of the Study ............................................................... 9 Purpose of the Study .................................................................... 11 Definition of Terms ........................................................................ 14 2. Review of Literature .......................................................................... 19 Curricular Approaches and Models................................................ 19 Developmental Interaction Approach and Model ........................... 21 Behavioral Approach and Direct Instruction Model........................ 26 Cognitive Development Approach and HighScope Model ............. 32 Sensory Cognitive Approach and Montessori Model ..................... 39 Beliefs …………. .......................................................................... 47 Preservice Teachers’ Beliefs ......................................................... 49 Beliefs Instruments ………………………………………………….... 52 Studies of Preservice Teacher Beliefs………………………………. 55 Summary .................................................................................... 58 3. Methodology and Procedure ............................................................ 59 Development of the Inventory ........................................................ 59 Participants …............................................................................... 62 Field Testing ................................................................................. 65 Validity of the Instrument ............................................................... 65 Reliability ….................................................................................. 69 Summary .................................................................................... 69 v 4. Results .................................................................................... 71 Development of the Items .............................................................. 71 Validity …… .................................................................................. 72 Validity Testing ............................................................................. 78 Reliability .................................................................................... 85 Revised Instrument ........................................................................ 85 Summary .................................................................................... 86 5. Discussion and Recommendations ................................................. 89 Discussion of the Results of the Study ........................................ 90 Limitations of the Study ................................................................ 94 Recommendations for Future Research ....................................... 94 Conclusions ................................................................................... 96 APPENDICES .................................................................................... 98 A 182 Initial Belief Statements ..................................................... 98 B Panel Instructions ..................................................................... 116 C 72-Item ECCBI ........................................................................ 123 D 72-Item ECCBI Score Sheet ................................................... 131 E Human Subjects Approval and Informed Consent .................. 135 F Practitioner Instructions ........................................................... 138 G Preservice Teacher Instructions .............................................. 142 H 24-Item Shortened Version ECCBI with Score Sheet............... 145 REFERENCES .................................................................................... 151 BIOGRAPHICAL SKETCH .................................................................... 165 vi LIST OF TABLES Table 1: Comparison of Characteristics of Beliefs and Curricular Models ........................................................................ 13 Table 2: Correlation of Frameworks of Curricular Models and Schema of Preservice Teachers ................................................... 15 Table 3: Descriptive Data of Subjects: Practitioners (n=20) Preservice Teachers (n=141).......................... 64 Table 4: Factor Analysis Results: Four Factors with Direct Oblimin Rotation (n=20)............................................................... 74 Table 5: Items Identified for Possible Deletion ........................................... 76 Table 6: Items Loading Strongly on Factors Representing Other Approaches/Models .......................................................... 77 Table 7: Practitioner Mean Score Summary on 4 Subtests by Area of Training .................................................... 78 Table 8: One-Way Repeated Measures Analysis of Variance For Subtests .............................................................................. 80 Table 9: Subtest 1: Direct Instruction: Mann-Whitney U Non-Parametric Test of Means vs. Training: Direct Instruction ............................... 81 Table 10: One Way Analysis of Variance for Subtest 2: Developmental Interaction ......................................................... 81 Table 11: Subtest 2: Developmental Interaction Tukey’s HSD Comparison of Means ......................................... 82 Table 12: One Way Analysis of Variance: Subtest 3 Montessori ............... 83 Table 13: Subtest 3: Montessori Method Tukey’s HSD Comparison of Means ......................................... 83 Table 14: One Way Analysis of Variance for Subtest 4: HighScope ........... 84 vii Table 15: Subtest 4: HighScope Tukey’s HSD Comparison
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