Language: English

Language: English

Language: English

Language: English

Language: English

Language: English

Abstract/Notes: Includes announcement of AAAA/MANZ conference, Sept., 2003

Language: English

Abstract/Notes: The aim of this study was to develop and field test an instrument that provides an efficient and scholarly tool for exploring curricular beliefs of preservice teachers in the area of early childhood education. The Early Childhood Curricular Beliefs Inventory (ECCBI) was developed through procedures that evaluated the content validity of identified statements, explored the criterion and construct validity, and assessed the internal reliability of the instrument. Through a literature review, four predominant approaches to early childhood education (Developmental Interaction, Cognitive Developmental, Behavioral, and Sensory Cognitive) and four associated models of implementation were identified (Developmental Interaction, HighScope, Direct Instruction, and Montessori). Six areas, in which each of the above differed, were identified: the view of the child, role of the teacher, resources utilized, curricular emphasis, assessment methodology, and characteristics of the learning environment. The aim of this study was to develop and field test an instrument that provides an efficient and scholarly tool for exploring curricular beliefs of preservice teachers in the area of early childhood education. The Early Childhood Curricular Beliefs Inventory (ECCBI) was developed through procedures that evaluated the content validity of identified statements, explored the criterion and construct validity, and assessed the internal reliability of the instrument. Through a literature review, four predominant approaches to early childhood education (Developmental Interaction, Cognitive Developmental, Behavioral, and Sensory Cognitive) and four associated models of implementation were identified (Developmental Interaction, HighScope, Direct Instruction, and Montessori). Six areas, in which each of the above differed, were identified: the view of the child, role of the teacher, resources utilized, curricular emphasis, assessment methodology, and characteristics of the learning environment. A panel of experts classified and sorted a total of 182 statements, and 72 items were subsequently organized into an instrument consisting of four subtests corresponding to the identified curricular models. Scoring of the instrument included recording Likert-scale responses for each statement to a score key divided into four sections, or subtests, representing each curricular model. Scores for each section were added and compared. The subtest with the lowest score was deemed most representative of a respondent's curricular beliefs. Data gathered through field testing of the instrument with practitioners were used to explore further content validity through a factor analysis, criterion validity, and construct validity. Results of a second field test of preservice teachers and the results of the first field test (practitioners) were used to assess internal consistency reliability. Analyses appeared to support content, criterion, and construct validity as well as reliability of the 72-item ECCBI. In an effort to reduce the length of the instrument and to make it less cumbersome, results of the factor analysis were used to create a 24-item shortened version of the ECCBI. Six items representing each of the four subtests having the strongest factor loadings were identified as appropriate statements and were then organized into an alternative instrument. Data gathered through field testing of the instrument with practitioners were used to explore further content validity through a factor analysis, criterion validity, and construct validity. Results of a second field test of preservice teachers and the results of the first field test (practitioners) were used to assess internal consistency reliability. Analyses appeared to support content, criterion, and construct validity as well as reliability of the 72-item ECCBI. In an effort to reduce the length of the instrument and to make it less cumbersome, results of the factor analysis were used to create a 24-item shortened version of the ECCBI. Six items representing each of the four subtests having the strongest factor loadings were identified as appropriate statements and were then organized into an alternative instrument.

Language: English

Published: Tallahassee, Florida, 2004

Language: English

ISSN: 0519-0959

Abstract/Notes: Problemas dos mais simples aos mais complexos estão presentes no dia-a-dia das pessoas. Assim, diferentes áreas da Psicologia têm estudado os processos psicológicos relacionados à resolução de problema (RP), destacando-se a interface entre RP e processos educacionais. Embora as habilidades de RP sejam aspectos chave do processo educacional, há controvérsias sobre como promovê-las em ambiente escolar. O Método Montessori (MM) é uma das estratégias educacionais que têm como um de seus propósitos desenvolver essas habilidades em sala. Desse modo, esta Tese conduziu estudos com diferentes delineamentos – correlacional e quase experimental – com o objetivo de analisar se o MM promove habilidades gerais de RP. Devido à carência de instrumentos brasileiros que avaliam este construto, no primeiro capítulo é apresentado o processo de construção das Escalas de Resolução de Problema (ERP), incluindo elaboração de itens, grupos focais (N = 24) e análise por juízes (N = 23), bem como estudos (N = 767) para a obtenção de evidências de validade baseadas na estrutura interna e estimativas de fidedignidade para as ERP. Análises fatoriais confirmatórias evidenciaram que as ERP possuem duas escalas (Habilidades de Resolução de Problemas (HRP) e Orientação em Relação ao Problema (ORP)) com consistência interna satisfatória. As ERP foram utilizadas em um estudo (Capítulo 2) que teve como objetivo comparar as habilidades de RP de estudantes (N = 91) de escolas tradicionais e montessorianas, sendo que, no último caso, considerou-se a fidelidade de implementação (Montessori Clássico ou Montessori Suplementar), além de variáveis demográficas e educacionais. Não foram obtidas diferenças estatisticamente significativas entre os alunos dos dois tipos de escolas pesquisadas. ORP não se associou às variáveis demográficas e educacionais investigadas e, ao classificar HRP em níveis (baixo, médio e alto), observou-se um escore mais elevado de alunas com níveis médios. Com o objetivo de analisar os efeitos de um processo de educação matemática baseado em princípios do MM no desenvolvimento de habilidades de RP, conduziu-se um quase experimento (Capítulo 3) com alunos de quarto e quinto anos do Ensino Fundamental (N = 18). Após serem subdivididos em Grupo Montessori (GM) e Grupo Ensino Tradicional (GET), eles participaram de um processo de educação matemática. As ERP foram aplicadas pré e pós-educação matemática. Foram observados ganhos tanto em HRP quanto em ORP, ainda que limitados, no GM. Todavia, GM e GET não 5 diferiram quanto ao desempenho em matemática. É possível afirmar que, apesar de outras pesquisas serem necessárias para obter mais evidências de validade e estimar sua fidedignidade, as ERP possuem propriedades psicométricas satisfatórias. Também há evidências de que o MM pode contribuir para o desenvolvimento de habilidades de RP. Porém, no último caso, também são necessárias mais evidências empíricas, especialmente aquelas obtidas em salas de aula e não em experimentos. Desenvolver as habilidades de RP dos discentes é fundamental, pois elas são essenciais tanto no processo de ensino-aprendizagem quanto na vida. [Problems, from simple to complex ones, are present in people's daily lives. The way each person responds to them is related to several psychological correlates, such as better psychological adjustment. Thus, different areas of Psychology have studied the psychological processes related to problem-solving (PS), emphasizing the interface between PS and educational processes. Even though PS skills are key aspects of the educational process, there are controversies about how to promote them in the school environment. The Montessori Method (MM) is one of the educational strategies that has as one of its purposes to develop these skills in the classroom. Thus, this thesis has conducted studies with different designs - correlational and quasi-experimental - with the objective of analyzing whether the MM promotes general PS skills. Due to the lack of Brazilian instruments that assess this construct, the first chapter presents the construction process of the Problem-Solving Scales (ERP), including the elaboration of items, focus groups (N = 24) and analysis by judges (N = 23), as well as studies (N = 767) to obtain evidence of validity based on internal structure and reliability estimates for ERP. Confirmatory factor analyzes showed that the ERP have two scales (Problem Resolution Skills (PSS) and Problem Orientation (PO)) with satisfactory internal consistency. The ERP were used in a study (Chapter 2) that aimed to compare the PS skills of students (N = 91) of traditional and montessorian schools and, in the latter case, implementation fidelity was considered (Classic Montessori or Supplemented Montessori). Associations were also made between these skills and demographic and educational variables. There were no statistically significant differences between the students of the two types of schools researched. PO was not associated to the demographic and educational variables investigated and when PSS was classified in levels (low, medium and high), a higher score of students with average levels was observed. In order to analyze the effects of a mathematical education process based on MM principles on the development of PS skills, a quasi-experiment (Chapter 3) was conducted with students of fourth and fifth grades of Elementary School (N = 18). After subdividing them into Montessori Group (MG) and Traditional Schooling Group (TSG), they participated in a process of mathematical education. The ERP were applied pre and post-mathematical education. There were gains in both PSS and PO, albeit limited, in 7 the MG. However, MG and TSG did not differ in mathematical performance. It is possible to state that, even though other studies are necessary to obtain more evidence of validity and to estimate its reliability, the ERP have satisfactory psychometric properties. There is also evidence that the MM can contribute to the development of PS skills. However, in the latter case, more empirical evidence is also needed, especially those obtained in classrooms rather than in experiments. Developing the PS skills of the students is fundamental, since they are essential both in the teaching-learning process and in life itself.]

Language: Portuguese

Published: Juiz de Fora, Brazil, 2017