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

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).