An investigation of head start teachers' attitudes toward adopting evidence-based practices and the classroom assessment scoring system

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Title An investigation of head start teachers' attitudes toward adopting evidence-based practices and the classroom assessment scoring system
Publication Type dissertation
School or College College of Education
Department Special Education
Author Oster, Teresa Jean Mc Gregor
Date 2014-12
Description The concurrence of neuroscience research, predictive factors linking preschool quality to subsequent learning, and risk factors compromising developmental outcomes and therefore a child's ability to enter kindergarten with requisite skills have prompted changes in research, policy, and practice. The convergence of factors have resulted in unprecedented accountability measures in Head Start. It is incumbent on Head Start teachers to implement high instructional practices that will lead to improved learning trajectories for all children, particularly children at greatest risk for learning challenges. Yet there is a dearth of empirical evidence delineating the specific components of professional development interventions most likely to lead to positive and sustained changes in instructional practices. This study examined the receptivity of Head Start teachers' toward adopting evidence-based practices using the Evidence-based Attitude Scale and attitudes toward the Classroom Assessment Scoring System (CLASS) to determine if relationships existed between Head Start teachers' attitudinal responses and scores on observational measures of teacher quality. Results of this study demonstrated statistically significant correlations between teachers' attitudinal responses to actual CLASS scores. Teachers' perceptions of the usefulness of various instructional interventions used to improve instruction were also investigated. Results indicate receptivity to adopt evidence-based practices and CLASS as well as satisfaction with a variety of interventions by a majority of Head Start teachers in the sample (N = 305).
Type Text
Publisher University of Utah
Subject Attitude scales; classroom assessment scoring system; early childhood professional development; evidence-based practices; head start; teacher instructional quality
Dissertation Name Doctor of Philosophy
Language eng
Rights Management © Teresa Jean McGregor Oster
Format application/pdf
Format Medium application/pdf
Format Extent 2,070,336 bytes
Identifier etd3/id/3363
ARK ark:/87278/s6kt00v8
Setname ir_etd
ID 196927
Reference URL https://collections.lib.utah.edu/ark:/87278/s6kt00v8
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