Head start teachers act their way into new ways of thinking
Science and engineering practices in preschool classrooms
Bibliographic Data
How teachers' changes in their science teaching practices unfold over time remains unclear. We need greater understanding of the processes at work in professional development (PD) and how to sustain those processes that are effective over time. Effective PD processes are seen as those that recognize teacher change is multidimensional —taking an integrated view of the affective, cognitive, and behavioral aspects of teacher change. In this article, we report on what we learned about the teacher change process during a 2‐year preschool PD intervention effort with Head Start teachers that was focused on a science, technology, and engineering curriculum. The present study sought to further address gaps in our understanding of teacher change, by examining in more detail the multidimensional relations among Head Start teachers' beliefs and attitudes toward science teaching and learning (representing the cognitive domain of change) and their science and engineering practices (representing the behavioral domain). Forty‐eight teachers ( n = 30 Intervention, n = 18 Control) from a large urban Head Start program in the northeastern US participated in this study. Results revealed that teachers' initial attitudes and beliefs had little effect on their science and engineering practices, whereas their science and engineering practices throughout the time of the project had a significant effect on their later attitudes and beliefs. In addition, teachers' science and engineering teaching practices were related to their ratings of children's overall engagement, though their attitudes toward and beliefs about teaching science were not
Cognition · Curriculum · Developmental psychology · Head start · Intervention (counseling) · Mathematics education · Pedagogy · Process (computing) · Professional development · Science education · Computer Science · Early Childhood Education and Development · Educational Environments and Student Outcomes · Psychology · Science Education and Pedagogy
Identity learning
Science in the Preschool Classroom
Low-Income Ethnically Diverse Children's Engagement as a Predictor of School Readiness Above Preschool Classroom Quality
Making sense of implementation theories, models and frameworks
Learning to teach science as inquiry in the rough and tumble of practice
Continuity and change in early school engagement
Answers to 20 Questions About Interrater Reliability and Interrater Agreement
A Model of Co-Construction for Curriculum and Professional Development in Head Start
The role of beliefs in the practice of teaching
Academic gains in kindergarten related to eight classroom practices
Engagement in the preschool classroom
Development and validation of a preschool teachers’ attitudes and beliefs toward science teaching questionnaire
Head Start Teachers’ Professional Development, Well‐being, Attitudes, and Practices
Teacher Professional Development Focusing on Pedagogical Content Knowledge
The Enhancement Function of Staff Development
Teacher beliefs and cultural models
Improving Impact Studies of Teachers' Professional Development
| Unique citing works | 1 |
|---|---|
| Citations per year | 1 |
| Citation span | 2025 - 2025 (1) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 1 |