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National Board Certification and Developmentally Appropriate Practices: Perceptions of Impact
1University of New Orleans, New Orleans, Louisiana.
Journal of Research in Childhood Education : JRCE
|April 30, 2013
Summary
National Board certification is linked to teachers perceiving greater use of developmentally appropriate practices (DAP). Certified teachers reported higher DAP use across most areas compared to non-certified peers.
Area of Science:
- Early Childhood Education
- Teacher Professional Development
Background:
- Developmentally Appropriate Practices (DAP) are crucial for effective early childhood education.
- National Board certification is a rigorous professional credential for teachers.
Purpose of the Study:
- To investigate the relationship between National Board certification and early childhood teachers' perceived use of DAP.
- To compare DAP use between National Board-certified teachers (NBCTs) and non-NBCTs.
Main Methods:
- A survey, the Early-childhood Teacher Inventory of Practices, was administered to 381 early childhood teachers (135 NBCTs, 246 non-NBCTs).
- Descriptive statistics analyzed teacher demographics.
- Inferential statistics (t-tests, Pearson correlations) examined differences and relationships regarding DAP use.
Main Results:
- NBCTs scored significantly higher than non-NBCTs in three of four DAP areas and overall.
- Years of teaching experience positively correlated with NBCTs' perceived DAP use.
- Level of education was not significantly related to NBCTs' perceived DAP use.
Conclusions:
- National Board certification appears associated with a higher self-perception of implementing DAP.
- Further research could explore causal links and specific practices.
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