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How early childhood teacher beliefs vary across grade level

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References

1932A Handbook of Child Psychology10,101 cited
1992Teachers' Beliefs and Educational Research: Cleaning up a Messy Construct8,982 cited
1987Developmentally appropriate practice in early childhood programs serving children from birth through age 82,597 cited
1987The role of beliefs in the practice of teaching2,052 cited
1992Implication of Research on Teacher Belief1,871 cited
1997Developmentally appropriate practice in early childhood programs1,740 cited
1996A review of research on teacher beliefs and practices1,557 cited
1988Achievement in the First 2 Years of School: Patterns and Processes744 cited
1997Early childhood education teachers: Do they practice what they preach?346 cited
1993Measuring the developmental appropriateness of kindergarten teachers' beliefs and practices263 cited

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2009Quality in Kindergarten Classrooms: Observational Evidence for the Need to Increase Children's Learning Opportunities in Early Education Classrooms223 cited
2002Moving up the Grades: Relationship between Preschool Model and Later School Success.193 cited
2019Is Teacher Qualification Associated With the Quality of the Early Childhood Education and Care Environment? A Meta-Analytic Review190 cited
2000Parents’ and teachers’ beliefs about children’s school readiness in a high-need community

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186 cited

2017Early Childhood Educators’ Self-Efficacy in Science, Math, and Literacy Instruction and Science Practice in the Classroom182 cited

2017The relationship between teacher qualification and the quality of the early childhood education and care environment174 cited

2013Pre-service teachers’ motivation, sense of teaching efficacy, and expectation of reality shock166 cited

2007Development of the Beliefs about Primary Education Scale: Distinguishing a developmental and transmissive dimension155 cited

2011Is silence golden? Elementary school teachers' strategies and beliefs regarding hypothetical shy/quiet and exuberant/talkative children.150 cited

2001Predictors of developmentally appropriate classroom practices in kindergarten through third grade139 cited

2008Head Start teachers’ beliefs about language and literacy instruction132 cited

2002A comparison of early childhood and elementary education students’ beliefs about primary classroom teaching practices127 cited

2007Kindergarten Teachers' Beliefs and Responses to Hypothetical Prosocial, Asocial, and Antisocial Children122 cited

2011Early Childhood Teachers' Curriculum Beliefs: Are They Consistent With Observed Classroom Practices?119 cited

2012Teaching for creativity: Examining the beliefs of early childhood teachers and their influence on teaching practices115 cited

2006Using Collaborative Assessment to Examine the Relationship between Self-Reported Beliefs and the Documentable Practices of Preschool Teachers113 cited