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Thematische Bibliographien / Early childhood teachers / Dissertationen

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Dissertationen zum Thema „Early childhood teachers“

Autor: Grafiati

Veröffentlicht am 4. Juni 2021

Zuletzt aktualisiert am 30. Juli 2024

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1

Gulmez-dag, Gulcin. „Effectiveness Of Early Childhood Teacher Education Programs: Perceptions Of Early Childhood Teachers“. Master's thesis, METU, 2012. http://etd.lib.metu.edu.tr/upload/12614473/index.pdf.

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The purpose of this research study is to identify teachers&rsquo
perceptions on the effectiveness of their teacher education programs in supporting their professional practices. The data to the study were gathered through semi-structured interviews with 17 in-service teachers working in public early childhood institutions in Ankara. The data were analyzed through the emerging codes and themes shaped by the research questions. The results indicated that the 1998 program the study intended to investigate was found to be relatively satisfying in terms of developing professional teach ing competencies. The major weakness was reported to be theory-oriented structure which did not allow for ample practice opportunities both in the courses and in the field experiences. Moreover, due to the infancy ages of the field, the contents of courses offered were perceived to be in line with the essentials of primary and elementary level which contradicts the necessities of early childhood teaching. The findings were further discussed and interpreted.

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2

Parlak, Rakap Asiye. „In-service Early Childhood Teachers“. Phd thesis, METU, 2011. http://etd.lib.metu.edu.tr/upload/12613250/index.pdf.

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The aim of this research study was to investigate the early childhood teachers&rsquo
perceptions about their roles in the development of self-discipline in children. In order to specify this aim, the research question which asked &ldquo
How do early childhood teachers perceive their role in the development of self-discipline?&rdquo
was investigated. Current study was conducted based on qualitative research methodology. In order to investigate the aim, a case including seven early childhood teachers working at the same institution was reached. The main data collection instrument was an interview protocol consisting of two parts: vignettes and interview questions. The instrument included questions related to the meaning and importance of self-discipline, and how to support it in classroom environment, and was developed according to observations and related literature. Additionally this instrument was pilot tested with six early childhood teachers. The interviews for the main study were conducted between December 2009 and January 2010. According to the findings, early childhood teachers were aware of self-discipline, its importance, and its development. However, some strategies which were being used by the teachers should be discussed with them in terms of relatedness of those strategies with self-discipline.

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3

Akdag, Zeynep. „Beginning Early Childhood Education Teachers“. Phd thesis, METU, 2013. http://etd.lib.metu.edu.tr/upload/12615312/index.pdf.

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The aim of this study was to scrutinize perceptions, expectations and concerns of pre-service early childhood education (ECE) teachers before they start their careers and their challenges in their first year as they became beginning teachers. This study also focused on documenting public school contexts where beginning teachers have been either supported and given the opportunity to develop as successful teachers or discouraged and left alone with the challenges in their first year of teaching. In order to investigate this phenomenon, 16 pre-service early childhood education teachers studying at the same teacher education program were interviewed about their perceptions, expectations and concerns on their future profession immediately before their graduation. Participating teachers started to teach in public schools at different cities after their graduation. They were interviewed at the end of the first and the second semester they taught about their experiences and difficulties, and positive aspects of working in public schools. Moustakas&rsquo
s phenomenological analysis was utilized to analyze data from interviews in which beginning teachers reflected on their experiences in teacher education program and of being new teachers in public school context in Turkey. Findings have revealed that pre-service teachers were aware of many difficulties in public schools and ready to contend with those difficulties, yet some of the challenges they faced were beyond their initial anticipation. All those challenges were originated from teacher education program, Ministry of National Education&rsquo
s system itself, and local condition where beginning teachers were appointed. Suggestions for teacher education programs, Ministry of National Education, and administrators were proposed.

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4

Freshwater, Amy. „Early childhood teachers : characteristics, attitudes and behaviors /“. free to MU campus, to others for purchase, 2002. http://wwwlib.umi.com/cr/mo/fullcit?p3060098.

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5

McKenzie, Patricia Jay. „Early childhood : special education“. Thesis, University of British Columbia, 1987. http://hdl.handle.net/2429/26874.

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This study examines the growth and development of a program for the preparation of special education teachers in Early Childhood Education, Following an overview of historical perspectives in Early Childhood and Special Education, including international influences, models which would aid in the development of such a program are discussed. The Provincial Child Care Facilities Licensing Board and the Ministry of Education, of British Columbia expressed a wish for the development of post-basic special education programs in Early Childhood Education and their willingness to fund several programs in the province. Their critieria and support is included in a description of the development, implementation and evaluation of the Early Childhood: Special Education Program at Vancouver Community College? Langara Campus. The purpose of this study is, therefore, to provide information on the development of such a program and to examine the needs and possible future directions of teacher preparation in special education for Early Childhood Education.
Education, Faculty of
Graduate

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6

Sherwood, Frances R. „Listening to early childhood preservice teachers“. Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/nq21634.pdf.

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7

Gunn, Lynette M. „Initial teacher education for early childhood teachers: A rhizomatous inquiry“. Thesis, Queensland University of Technology, 2017. https://eprints.qut.edu.au/112362/8/Lynette_Gunn_Thesis.pdf.

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This project is a study of how initial teacher education works for early childhood preservice teachers and what it does. It brings to light some of the multidimensional dynamics that operate in initial teacher education. Using a rhizomethodological approach the inquiry found that the politics of belonging; border crossing; and, respecting the alterity of an Other; offer new ways for thinking about how initial teacher education works. Initial teacher education program, policy and pedagogy implications are generated by this inquiry and future research pathways are proposed.

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8

Riffin, Catherine. „Educational trajectories of teachers and teacher's aides : what motivates early childhood educators to pursue higher education?“ Connect to online version, 2008. http://ada.mtholyoke.edu/setr/websrc/pdfs/www/2008/283.pdf.

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9

Zhulamanova, Ilfa. „EARLY CHILDHOOD EDUCATION PRESERVICE TEACHERS’ PERCEPTIONS ON PLAY“. Kent State University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=kent1563193941118516.

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10

Alasimi, Amal A. „Saudi Early Childhood Teachers' Attitudes About The Use Of Technology In Early Childhood Classrooms“. Kent State University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=kent1542321673302025.

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11

Kilgallon, Pamela Ann. „The sustainment of early childhood teachers in the classroom“. Connect to thesis, 2006. http://portal.ecu.edu.au/adt-public/adt-ECU2006.0052.html.

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12

Synodi, Evanthia. „Early childhood education and professionalism : a comparative study of early childhood educators' perspectives in England and Greece“. Thesis, University of Newcastle Upon Tyne, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.366539.

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13

Baxter, Christine Ann. „"Making connections" early childhood teachers re-creating meaning contextualizing Reggio Emilian pedagogy /“. Electronic version, 2007. http://hdl.handle.net/1959.14/659.

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Submitted in fulfilment of the requirements for the degree of master of Philosophy Macquarie University, Australian Centre for Educational Studies, Institute of Early Childhood. 2007.
Thesis (MPhil)--Macquarie University (Australian Centre for Educational Studies, Institute of Early Childhood), 2007.
Bibliography: p. 199-227.
Introduction -- The context of the study -- Literature review -- Methodology -- Teachers' interpretations: the impact of Reggio Emilian pedagogy -- Themes of influence: Reggio Emilian pedagogy and teachers' philosophies and practice -- Relevance to the local context -- Conclusion.
Reggio Emilian pedagogy is an acknowledged and burgeoning world-wide influence in early childhood education, yet it claims not to be a model for emulation. Where practising teachers engage with Reggio Emilian pedagogy in their classrooms, such 'influence without emulation' creates a paradox in the process. This qualitative study aims to investigate the process and theorize the paradox. Following the tradition of interpretive research into teacher reflection, research, inquiry and professional development, eight Australian teachers, working across a range of early childhood contexts, were interviewed for their interpretations of the impact, influence and local relevance of this foreign pedagogy. Analysis revealed strong responses, common themes of influence and a shared perspective on the issue of translocation - engagement in an alternative process to mere replication.
Mode of access: World wide Web.
iii, 283 p

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14

Faour, Basma. „Early childhood teachers in Lebanon : beliefs and practices“. Thesis, University of Leicester, 2003. http://hdl.handle.net/2381/4508.

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The purpose of this study is to investigate the relationship between the beliefs and practices of Lebanese early childhood teachers and whether they differ in relation to school’s socioeconomic status, class size, grade level, extent of teachers’ educational background, their teaching experience or other situational factors. The study is comprised of 135 preschool and kindergarten teachers who responded to a questionnaire that is based on the Teachers Questionnaire devised by Charlesworth et al. (1991; 1993). Twenty – one schools representing part of the private schools in Lebanon were purposively selected based on their socioeconomic status and their regional diversity. Six participants were interviewed using semi-structured interviews with open-ended questions. Eighteen teachers were observed using the CPI inventory (Hyson et al, 1991) to compare self-reported classroom practices with actual observed practices. Factor analysis revealed seven factors related to appropriate and inappropriate self-reported beliefs and eight factors related to appropriate and inappropriate selfreported practices. Analysis of Variance (ANOVA) showed a moderate association between Lebanese early childhood teachers’ developmentally appropriate beliefs and practices (r= 0.47, p=0.001). A stronger correlation was found between teachers’ self-reported inappropriate beliefs and practices (r=0.62, p=0.001). The findings were consistent with previous studies done in the United States. When observed, teachers’ beliefs appeared more developmentally appropriate, but they follow a more developmentally inappropriate practice. Appropriate and inappropriate beliefs and practices can be predicted by certain teacher characteristics and school characteristics. Multivariate Analysis (MANOVA) revealed that teachers’ level of general education, training, age, salary, and parent’s and principal’s support were related to beliefs and practices of teachers. In addition, teachers’ beliefs and practices significantly differ depending on school’s socioeconomic status, class size, and grade level they teach in. Table summaries, interview data and classroom observation supported much of the information gathered through the questionnaire.

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15

Stucker, Marcus Hutchinson Sandy. „Missouri kindergarten teachers' perceptions of early childhood experiences“. Diss., Columbia, Mo. : University of Missouri--Columbia, 2008. http://hdl.handle.net/10355/6621.

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Title from PDF of title page (University of Missouri--Columbia, viewed on Feb 25, 2010). The entire thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file; a non-technical public abstract appears in the public.pdf file. Dissertation advisor: Dr. Sandy Hutchinson. Vita. Includes bibliographical references.

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16

Muimongkol, Supreeya. „Prospective Early Childhood Teachers' Conceptions of Science Instruction“. Thesis, University of North Texas, 2019. https://digital.library.unt.edu/ark:/67531/metadc1538755/.

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The purpose of this study was to investigate prospective teachers' conceptions of science instruction prior to the commencement of their early childhood education methods courses. A sample of 100 prospective teachers' drawings and narratives were analyzed using the STLP3 instrument and inductive analysis respectively. Merging findings from the aforementioned analyses resulted in 10 distinct conceptions and these included: (a) science instruction (1) as a demonstration, (2) as engagement, (3) as doing experiments, (4) as inquiry, and (5) as observation all underscored by active learning and social, implementation and cognitive dimensions; (b) science instruction (6) as implementing safety, and (7) as an interaction both underscored by active learning and a social dimension; and (c) science instruction (8) as a demonstration, and (9) as engagement both underscored by passive learning and an affective dimension; and (d) science instruction (10) as enjoyment underscored by social and affective dimensions. These findings reflected the complexity and multidimensionality of the prospective teachers' conceptions of science instruction. Implications include the need for teacher educators to situate their prospective teachers' prior and new knowledge of early childhood science instruction within theoretical frames rather than simply relying on prospective teachers' knowledge of science instruction from K-12 experiences. Implications for future research include the need to study prospective teachers' conceptions prior to and at the end of early childhood methods courses.

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17

Boyd, Glenda. „Early childhood teachers' perceptions of their leadership roles“. Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2001. https://ro.ecu.edu.au/theses/1077.

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Early childhood education has long been regarded as having the lowest status in the education system. Recent government reforms in Australia based on financial rather than education concerns means early childhood education will continue to face declines in status, conditions and appropriate resources, unless educators exercise leadership skills in advocating for appropriate programs and curriculum for young children. A new model of Early Childhood Teacher Leadership was created to measure leadership skills, including leadership in advocating for young children, and tested in Phase One of the study. The model involved General Leadership (Classroom Leadership, Self-directed Leadership, Program Leadership and School Leadership), Communication (from me to principal/parents /teachers and from principal /parents /teachers to me), and Influences (my influence on the school, my influence on the principal). In Phase Two of the study, twenty early childhood teachers were interviewed for approximately one hour in regard to how they conceptualised their leadership roles, what factors enhanced or constrained their leadership, and what strategies they used to communicate their philosophy and pedagogy. Phase One involved collecting data from 270 Early Childhood Teachers in Western Australia at government schools, using self-reports on ideal and real aspects of leadership obtained through a questionnaire. A Rasch measurement model computer program was used to create an interval level Scale of Early Childhood Teacher Leadership from the original 142 items (71 real and 71 ideal). The final interval-level scale consisted of 92 items (38 real and 54 ideal) that had a reasonable fit to the model, where the thresholds were ordered and the proportion of observed variance considered true was 94 percent. The Rasch analysis supported the structure of the leadership model and indicated some improvements could be made. Written responses to open-ended questions at the end of the questionnaire provided insights into how the teachers conceptualised their leadership roles. These insights provided the framework for the formulation of the face-to-face follow-up, interviews that comprised Phase Two of the study. The findings indicate that, as expected, teachers found it easier to hold higher ideal self-views for most aspects of leadership than to hold high real self-views. Teachers recognised the importance of leadership skills but experienced difficulty in enacting them. The Early Childhood Teachers reported various factors that helped or hindered them in fulfilling their leadership roles. The four global factors that could either help or hinder Early Childhood Teachers were 1) intrapersonal and interpersonal skills; 2) professional confidence; 3) others' understanding of and respect for early childhood education; and 4) time. The Early Childhood Teachers suggested strategies that could help them develop stronger leadership skills. The four main strategies suggested by the teachers were 1) professional development addressing leadership and interpersonal and intrapersonal skills training; 2) inclusion of leadership skills training at pre-service levels of teacher education; 3) opportunities to collaborate with othe1 staff; and 4) public promotion of early childhood education. The findings have implications for Early Childhood Teachers, administrators, teacher educators and for future research.

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18

Goodfellow, Joy. „Cooperating teachers' images : a study in early childhood settings“. Thesis, Faculty of Education and Social Work, 1995. http://hdl.handle.net/2123/9356.

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19

Jung, Myoungwhon. „Professional development in early childhood mathematics examining professional growth in two early childhood teachers through collaboration /“. [Bloomington, Ind.] : Indiana University, 2006. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3215198.

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Thesis (Ph.D.)--Indiana University, School of Education, 2006.
Source: Dissertation Abstracts International, Volume: 67-04, Section: A, page: 1216. Adviser: Mary B. McMullen. "Title from dissertation home page (viewed May 14, 2007)."

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20

Wegner, Rachel A. „Preparing prospective early childhood education teachers for Praxis series content tests“. Online version, 2008. http://www.uwstout.edu/lib/thesis/2008/2008wegnerr.pdf.

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21

Hale, Kimberly D. „Supporting New Teachers in the Field of Early Childhood Education“. Digital Commons @ East Tennessee State University, 2003. https://dc.etsu.edu/etsu-works/7037.

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22

Diffily, Deborah. „Early Childhood Educators' Beliefs and Practices about Assessment“. Thesis, University of North Texas, 1994. https://digital.library.unt.edu/ark:/67531/metadc277624/.

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Standardized tests are being administered to young children in greater numbers in recent years than ever before. Many more important educational decisions about children are being based on the results of these tests. This practice continues to escalate despite early childhood professional organizations' calls for a ban of standardized testing for children eight years of age and younger. Many early childhood educators have become dissatisfied with multiple-choice testing as a measure of student learning and are increasingly using various forms of alternative assessment to replace the more traditional testing formats. Teachers seem to be caught in the middle of the controversy between standardized testing and alternative assessment. This research examined what early childhood educators in one north Texas school district believe about assessment of young children and what assessment methods they report using in their classrooms, as well as factors which influence those beliefs and practices. The sample for this study was 84 teachers who taught prekindergarten through third grade. An eight-page questionnaire provided quantitative data and interviews and the researcher's journal provided qualitative data.

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23

Sahin, Figen. „First-year early childhood teachers' sense of efficacy across multiple contexts“. Columbus, Ohio : Ohio State University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1187365067.

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24

Morris, Joanne B. „Reflective thinking in early childhood education“. Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0020/MQ55529.pdf.

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25

Tejagupta, Yawvapa Morris Jeanne B. Strand Kenneth H. „The relationship between early childhood teacher personality and job satisfaction“. Normal, Ill. Illinois State University, 1987. http://wwwlib.umi.com/cr/ilstu/fullcit?p8713231.

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Thesis (Ed. D.)--Illinois State University, 1987.
Title from title page screen, viewed August 8, 2005. Dissertation Committee: Jeanne B. Morris, Kenneth H. Strand (co-chairs), James J. Johnson, Kathryn W. Smith, Fred A. Taylor. Includes bibliographical references (leaves 83-91) and abstract. Also available in print.

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26

Chen, Weigh-Jen. „Early childhood teachers' educational beliefs and their use of computers in the classroom /“. free to MU campus, to others for purchase, 1997. http://wwwlib.umi.com/cr/mo/fullcit?p9841271.

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27

Maxedon, Sandra Jo. „Early childhood teachers' content and pedagogical knowledge of geometry“. Diss., The University of Arizona, 2003. http://hdl.handle.net/10150/280485.

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This study investigated early childhood teachers' knowledge of the following four components of the professional knowledge base: goals of geometry, child development and geometry, geometry curriculum and curriculum content, and geometric concepts. Eight experienced early childhood teachers in grades kindergarten through two participated in interviews on each of the four knowledge components. Their responses to interview questions and geometric concept activities were electronically recorded and transcribed for analysis of patterns, trends, or themes which emerged for the group. The teachers knew how geometry would benefit students and could elucidate their own goals when teaching geometry. They were more familiar with their district's curriculum and performance objectives for geometry than they were with state or national goals. They had ideas about what constitutes developmentally appropriate practice, both generally and in geometry education. Child development as it relates to geometry was an elusive concept. Their expertise in this area was primarily based on their experiences as teachers and their faith in the district's curriculum. They were somewhat familiar with pedagogical aspects of their grade level curricula, including expectations, materials, and resources, with shape names being their primary focus. They were less familiar with subject matter issues such as the scope and content of the geometry curricula in the grades preceding and following theirs, important geometric concepts for primary students, and the role of spatial visualization in children's development of geometry. When solving geometric problems, they tended to be anxious and uncertain but overall were persistent problem solvers who willingly communicated their thinking. Their problem solving was marked by doubt, self-talk, hand movements, and ambiguity. In general there was evidence of difficulty with class inclusion, deductive reasoning, and conceptual verbalization.

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28

Kilgallon, Pamela A. „The sustainment of early childhood teachers in the classroom“. Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2006. https://ro.ecu.edu.au/theses/76.

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The changing nature of teaching has led to an increased focus on the retention and productive engagement of teachers in the classrooms. The ongoing implementation of educational change, accompanied by an ageing trend amongst teachers and rising incidences of teacher attrition, stress and burnout, highlights the importance of teachers being sustained in their profession. Furthermore, recognition of the value of early childhood education has drawn attention to early childhood teachers' abilities to be sustained in their teaching practice, effectively engaging students in the learning process. Acknowledging these issues, this study examined factors that influence early childhood classroom teachers' sustainment in the profession and in teaching. Conducted in the northern metropolitan teaching districts of Perth, Western Australia, this study utilized qualitative methodology in two phases of data collection: open-ended surveys and focus group discussions with 57 early childhood teachers, and case studies, compiled from in-depth interviews with six experienced early childhood teachers who had taught more than 20 years in the classroom. Data was analysed to identify key factors impacting on early childhood teachers staying committed and productively engaged in the profession and in the craft of teaching.

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29

Isbell, Rebecca, und Sonia Akiko Yoshizawa. „Nurturing Creativity: An Essential Mindset for Young Children's Learning“. Digital Commons @ East Tennessee State University, 2017. https://www.amzn.com/1938113217.

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Creativity is a cornerstone of complex, unconventional thinking, and developing creativity begins at a young age. With this book, early childhood teachers will discover how to tap into and scaffold children's natural curiosity and creative abilities.
https://dc.etsu.edu/etsu_books/1154/thumbnail.jpg

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30

Goff, Patricia. „The effect of interventions on early childhood teachers in establishing a balanced process and product art environment : an action research project in early childhood education /“. View abstract, 2000. http://library.ctstateu.edu/ccsu%5Ftheses/1586.html.

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Thesis (M.S.)--Central Connecticut State University, 2000.
Thesis advisor: Margaret M. Ferrara. " ... in partial fulfillment of the requirements for the degree of Master of Science in Early Childhood Education." Includes bibliographical references (leaves 51-52).

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31

Hogue, Linda Marie. „Developmentally appropriate practice and No Child Left Behind a phenomenological study of teachers' experiences /“. Birmingham, Ala. : University of Alabama at Birmingham, 2008. https://www.mhsl.uab.edu/dt/2008d/hogue.pdf.

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Thesis (Ph. D.)--University of Alabama at Birmingham, 2008.
Additional advisors: Jody Brewer, Joseph C. Burns, Lois M. Christensen, Lynn D. Kirkland. Description based on contents viewed May 29, 2008; title from title screen. Includes bibliographical references (p. 194-208).

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32

Broderick, Jane Tingle, Seong Bock Hong und Narges Sareh. „A Cycle of Inquiry System Training, Teachers’ Productive Conversations, and CLASS“. Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/6004.

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33

Broderick, Jane Tingle, Narges Sareh und Seong Bock Hong. „A Cycle of Inquiry System Training, Teachers’ Productive Conversations, and CLASS“. Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/6003.

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34

Cady, Jo Ann, Theresa M. Hopkins und Jamie H. Price. „Impacting Early Childhood Teachers’ Understanding of the Complexities of Place Value“. Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etsu-works/3175.

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In order to help children gain a more robust understanding of place value, teachers must understand the connections and relationships among the related concepts as well as possess knowledge of how children learn early number concepts. Unfortunately, teachers’ familiarity with the base-ten number system and/or lack of an understanding of multidigit whole numbers leads to instruction that encourages a superficial understanding of the concepts of our base-ten system rather than instruction that pushes students to go beyond recitation of the value of the digit in the ten's place. This study highlights the attempts of three mathematics educators in reconceptualizing and impacting teachers’ understanding of place value concepts.

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35

Lim, Seong Mi. „Documenting the process of documentation: Making teachers' thinking visible“. Kent State University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=kent1460685974.

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36

Mason, Crystal. „Teacher Biases as an Influence on Early Childhood Assessments“. ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7235.

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Teacher perspectives and judgments of students' race and gender are known to influence their assessment of primary and secondary students' academic achievements. However, little is known about the effect on children's academic achievement of preschool teacher perspectives and judgments of students' race and gender, which forms the basis for this study. The purpose of this study was to analyze teacher assessment of preschool children's mathematics and science skills on the Desired Results Developmental Profile (DRDP) and Teacher Strategies GOLD (TSG), along with teacher comments written in preparation for each child's parent-teacher conference, to determine if there was a relationship between preschool teachers' assessment and comments and the race and gender of the child. Wason's theory of confirmation bias formed the theoretical foundation of this study. The research questions addressed the relationship between preschool teacher assessments recorded on the DRDP and TSG regarding children's mathematics and science skill and teacher comments coded from Racasens linguistic model and those children's race and gender. Archival data from 2 Head Start centers in a western and southwestern state were analyzed using the Mann-Whitney U test, and the point-biserial Pearson correlation. The Mann-Whitney U test found no statistically significant differences in DRDP and TSG scores by students' race and gender. The point-biserial Pearson correlation found no statistically significant correlation between race or gender and teacher comments. This study contributes to positive social change by confirming observational assessments to be free from teacher bias, supporting their continued use with preschool children to promote their learning and development.

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37

Ozgun, Ozkan. „The relationship of novice Turkish early childhood education teachers' professional needs, experiences, efficacy beliefs, school climate for promoting early childhood learning, and job satisfaction“. Related electronic resource: Current Research at SU : database of SU dissertations, recent titles available full text, 2005. http://wwwlib.umi.com/cr/syr/main.

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Green, Shannon Susan. „PRESCHOOL TEACHERS' EARLY PERCEPTIONS OF EDUCATION FOR SUSTAINABLE DEVELOPMENT IN EARLY CHILDHOOD EDUCATION“. OpenSIUC, 2013. https://opensiuc.lib.siu.edu/theses/1210.

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This study explored five preschool teachers' perceptions about Education for Sustainable Development (ESD) in Early Childhood Education (ECE). Participating teachers provided a wide range of responses about ESD and its related subthemes. The findings of this study show that the participating teachers indicated a willingness to reflect on the principles of sustainable development, a commitment to developmentally appropriate practice, a value for participatory and problem-based curriculum, and appreciation for the benefits of community engagement. Teachers also expressed values of fairness and equality, and being open, honest, and matter-of-fact with children. Teachers were new to the ideas of interdependence, social justice, human rights, and economics education in ECE. The teachers expressed concerns about the inclusion of issues that they considered too complex for children, too personal, or potentially offensive. These findings can inform ideas for beginning professional development and further study for ESD in ECE.

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Sakuma, Reiko. „Teacher expectations for entering kindergarteners| A qualitative study with prekindergarten and kindergarten teachers“. Thesis, California State University, Long Beach, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=1524156.

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This phenomenological study explored five pre-kindergarten and five kindergarten teachers' expectations for entering kindergarteners, the sources of teachers' expectations, and nature of collaborations between pre-kindergarten and kindergarten programs. Data was collected through face-to-face interviews. The findings suggested that: (a) there were similarities and differences in expectations of both groups of teachers; (b) participants did not have differential expectations for children from different backgrounds, such as children's race and ethnicity, gender, and socioeconomic status; (c) teachers' ideal expectations did not always match with the competencies of children in their own classrooms; (d) teachers' classroom experience was the most influential source of teachers' expectations; and (e) there was no systematic collaborative relationships between participating pre-kindergarten and kindergarten programs. The study's findings suggest the need for sustained collaborative relationships among preschool programs, kindergarten, and families of preschoolers to communicate realistic expectations for kindergarten.

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Russo, Sharon. „Early childhood educators' attitudes to science and science education“. Thesis, Curtin University, 1999. http://hdl.handle.net/20.500.11937/2035.

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It has long been acknowledged that pre-service Early Childhood teachers enter university with a notable lack of confidence, high levels of anxiety and an aversion to science and mathematics. Unless redressed during their time spent at university, such negative attitudes may ultimately influence the quality of science education these teachers offer to young children. This study considers the affective attitudes to science and science education of those people considered to be central to the education of young children.Specifically the study investigates the attitudes and backgrounds in science/ science education, of academics, pre-service and in-service teachers together with their attitudes towards teaching science to young children. The attitudes to science of a group of young children, aged between 4 and 8 years, were also investigated in the study. The potential links between the attitudes held by each group was of great interest to the researcher who considered the ways that academics promoted the teaching of science to young children, the factors influencing the willingness of pre-service and in-service teachers to present science to young children and the effect that teachers have on the responses of young children to science.The findings suggest that in contrast to the attitudes towards science of pre- and in-service teacher groups in the study, the young children and academics displayed attitudes such as interest, curiosity, confidence and enjoyment towards their experiences in science. There was a strong link between the memory of prior experiences in science and the present attitudes to science of the adult participants. The implications of the study are that science education in the early years will be enhanced if ways can be found to provide more positive science related experiences for pre-service and in-service teachers.

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Gueneau, de Mussy Crorkan Andrea. „Teachers as Learners| Perspectives from Latina Immigrant Early Childhood Educators“. Thesis, Mills College, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10813868.

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The quality of educators’ teaching practices is a crucial aspect of children’s learning. This is why researchers, policy makers, teacher educators and educational leaders have focused their efforts on developing methods and programs to support educators’ teaching practices. Although teachers are the ones who actually apply the contents and skills learned in professional development programs, there is little research that considers their perspectives. The purpose of this study was to explore Latina immigrant early childhood teachers’ professional identity and perspectives about their professional learning and development (PLD) experiences. Data collection consisted on eight in-depth face-to-face interviews with early childhood educators who work in four multicultural Head Starts, and who self-identified as Latina Spanish-speaker. Data analysis was conducted using open and axial coding techniques. The main findings suggest that Latina immigrant teachers share some values, beliefs and experiences that might play a role in shaping their careers, as well as their identities as teachers and learners. Also, the findings suggest that teachers present a positive attitude towards ongoing professional learning. However, they believe that in order to be effective for their learning, PLD programs should include more active, collaborative and contextualized approaches. Additionally, the findings indicate that teachers perceive that their work environments constrain their possibilities to fully exercise their profession.

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Gibson, Megan L. „Producing and maintaining professional identities in early childhood“. Thesis, Queensland University of Technology, 2013. https://eprints.qut.edu.au/62396/1/Megan_Gibson_Thesis.pdf.

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This study is an inquiry into early childhood teacher professional identities. In Australia, workforce reforms in early childhood include major shifts in qualification requirements that call for a university four-year degree-qualified teacher to be employed in child care. This marks a shift in the early years workforce, where previously there was no such requirement. At the same time as these reforms to quality measures are being implemented, and requiring a substantive up skilling of the workforce, there is a growing body of evidence through recent studies that suggests these same four-year degree-qualified early childhood teachers have an aversion to working in child care. Their preferred employment option is to work in the early years of more formal schooling, not in before-school contexts. This collision of agendas warrants investigation. This inquiry is designed to investigate the site at which advocacy for higher qualification requirements meets early childhood teachers who are reluctant to choose child care as a possible career pathway. The key research question for this study is: How are early childhood teachers’ professional identities currently produced? The work of this thesis is to problematise the early childhood teacher in child care through a particular method of discourse analysis. There are two sets of data. The first was a key early childhood political document that read as a "moment of arising" (Foucault, 1984a, p. 83). It is a political document which was selected for its current influence on the early childhood field, and in particular, workforce reforms that call for four-year degree-qualified teachers to work in before-school contexts, including child care. The second data set was generated through four focus group discussions conducted with preservice early childhood teachers. The document and transcripts of the focus groups were both analysed as text, as conceptualised by Foucault (1981). Foucault’s work spans a number of years and a range of philosophical matters. This thesis draws particularly on Foucault’s writings on discourse, power/knowledge, regimes of truth and resistance. In order to consider the production of early childhood teachers’ professional identities, the study is also informed by identity theorists, who have worked on gender, performativity and investment (Davies, 2004/2006; McNay, 1992; Osgood, 2012; Walkerdine, 1990; Weedon, 1997). The ways in which discourses intersect, compete and collide produce the subject (Foucault, 1981) and, in the case of this inquiry, there are a number of competing discourses at play, which produce the early childhood teacher. These particular theories turn particular lenses on the question of professional identities in early childhood, and such a study calls for the application of particular methodologies. Discourse analysis was used as the methodological framework, and the analysis was informed by Foucauldian concepts of discourse. While Foucault did not prescribe a form of discourse analysis as a method, his writings nonetheless provide a valuable framework for illuminating discursive practices and, in turn, how people are affected, through the shifts and distribution of power (Foucault, 1980a). The treatment used with both data sets involved redescription. For the policy document, a technique for reading document-as-text applied a genealogical approach (Foucault, 1984a). For the focus groups, the process of redescription (Rorty, 1989) involved reading talk-as-text. As a method, redescription involves describing "lots and lots of things in new ways until you have created a pattern of linguistic behaviour which will tempt the new generation to adopt it" (Rorty, 1989, p. 9). The development and application of categories (Davies, 2004/2006) built on a poststructuralist theoretical framework and the literature review informed the data analysis method of discourse analysis. Irony provided a rhetorical and playful tool (Haraway, 1991; Rorty, 1989), to look to how seemingly opposing discourses are held together. This opens a space to collapse binary thinking and consider seemingly contradictory terms in a way in which both terms are possible and both are true. Irony resists the choice of one or the other being right, and holds the opposites together in tension. The thesis concludes with proposals for new, ironic categories, which work to bring together seemingly opposing terms, located at sites in the field of early childhood where discourses compete, collide and intersect to produce and maintain early childhood teacher professional identities. The process of mapping these discourses goes some way to investigating the complexities about identities and career choices of early childhood teachers. The category of "the cost of loving" captures the collision between care/love, inherent in child care, and new discourses of investment/economics. Investment/economics has not completely replaced care/love, and these apparent opposites were not read as a binary because both are necessary and both are true (Haraway, 1991). They are held together in tension to produce early childhood teacher professional identities. The policy document under scrutiny was New Directions, released in 2007 by the then opposition ALP leader, Kevin Rudd. The claim was made strongly that the "economic prosperity" of Australia relies on investment in early childhood. The arguments to invest are compelling and the neuroscience/brain research/child development together with economic/investment discourses demand that early childhood is funding is increased. The intersection of these discourses produces professional identities of early childhood teachers as a necessary part of the country’s economy, and thus, worthy of high status. The child care sector and work in child care settings are necessary, with children and the early childhood teacher playing key roles in the economy of the nation. Through New Directions it becomes sayable (Foucault, 1972/1989) that the work the early childhood teacher performs is legitimated and valued. The children are produced as "economic units". A focus on what children are able to contribute to the future economy of the nation re-positions children and produces these "smart productive citizens", making future economic contribution. The early childhood teacher is produced through this image of a child and "the cost of loving" is emphasised. A number of these categories were produced through the readings of the document-as text and the talk-as-text. Two ironic categories were read in the analysis of the transcripts of the focus group discussions, when treated as talk-as-text data: the early childhood teacher as a "heroic victim"; and the early childhood teacher as a "glorified babysitter". This thesis raises new questions about professional identities in early childhood. These new questions might go some way to prompt re-thinking of some government policy, as well as some aspects of early childhood teacher education course design. The images of children and images of child care provide provocations to consider preservice teacher education course design. In particular, how child care, as one of the early childhood contexts, is located, conceptualised and spoken throughout the course. Consideration by course designers and teacher educators of what discourses are privileged in course content —what discourses are diminished or silenced—would go some way to reconceptualising child care within preservice teacher education and challenging dominant ways of speaking child care, and work in child care. This inquiry into early childhood teachers’ professional identities has gone some way to exploring the complexities around the early childhood teacher in child care. It is anticipated that the significance of this study will thus have immediate applicably and relevance for the Australian early childhood policy landscape. The early childhood field is in a state of rapid change, and this inquiry has examined some of the disconnects between policy and practice. Awareness of the discourses that are in play in the field will continue to allow space for conversations that challenge dominant assumptions about child care, work in child care and ways of being an early childhood teacher in child care.

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Kim, Yeon Ha. „Korean ece teachers' strategies for addressing challenging behavior“. Diss., Columbia, Mo. : University of Missouri-Columbia, 2007. http://hdl.handle.net/10355/5932.

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Thesis (Ph. D.)--University of Missouri-Columbia, 2007.
The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on December 26, 2007) Includes bibliographical references.

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Evanshen, Pamela A., E. Rubayyi, T. Ahmed, O. Mendoza, Q. Tian, E. Edokhamhan, K. Castanon et al. „The Teaching and Learning Environment: Impact on Children, Families, and Teachers“. Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu-works/6014.

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Franks, Dimity. „Investigating self-efficacy: Early childhood teachers’ understanding of self-efficacy“. Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2021. https://ro.ecu.edu.au/theses/2402.

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Students are experiencing an increased pressure to perform academically at a younger age with reports of the narrowing of curriculum and student disengagement. Current research literature suggests curricula should reflect the increased pressures students are facing. A focus on the social and emotional skills to support student learning is recommended to increase student engagement and enrichment and prepare students for their future. Self-efficacy is one element of social and emotional learning that demands attention. Self-efficacy is considered important for teachers to understand as it can predict how students approach their tasks as well as influence their levels of motivation and engagement for learning. Substantial research has established that self-efficacy and academic achievement are directly related, yet little is known about the strategies that facilitate the development of self-efficacy in the early years of school. This study examined teacher understandings of self-efficacy for students in Kindergarten to Year 2 in Western Australia. To describe their understanding about self-efficacy teachers provided accounts of their knowledge, where it originated, and detailed the strategies they used to facilitate the self-efficacy of their students. The study employed an Interpretivist line of enquiry as it investigated the interpretations of the participants to uncover what they understand about self-efficacy. It utilised a mixed method approach, initially collecting data from an online survey followed by semi-structured interviews with 10 participants from three different schools. The interview questions were informed by the survey data collected in the survey. Results from the study indicate that teachers do not have a strong theoretical understanding of self-efficacy but do have knowledge of elements of self-efficacy. Teachers could describe the characteristics of students with high levels of self-efficacy and provided a range of strategies they have found to be successful when facilitating self-efficacy in their students. Findings from this study will further develop teachers’ understandings of self-efficacy and highlight the importance of teaching strategies to facilitate self-efficacy in early childhood contexts.

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Corson, Patricia Jean. „Anti-bias education in early childhood, preparing teachers for diversity“. Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp02/NQ35397.pdf.

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Ploof, Robin L. „Connection Between Early Childhood Teachers' Beliefs and Practices Regarding Play“. Thesis, Walden University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3625821.

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Research indicates play contributes to children's learning and development. The passage of the No Child Left Behind Act (NCLB) changed early care and education by limiting time for play in early childhood classrooms. There is a gap in the literature concerning early childhood teachers' current beliefs about play and how those beliefs are connected to their practices. The purpose of this qualitative case study was to examine the connections between early childhood teachers' beliefs regarding play and their practices in the early childhood classroom. Lave's situated learning theory formed the conceptual framework for this study recognizing the early childhood classroom and the social aspect of learning as a community of practice. Data for the study were collected through structured interviews, observations, and documents from teachers in 6 early childhood classrooms. Coding was used to identify patterns and themes. Analysis revealed that teachers held strong positive beliefs in regard to play. Teachers believed the connection between their beliefs and practices regarding play was strong and the connection between them was clear. Evidence showed the connection was not as strong and clear as teachers perceived. A clearer understanding of the link between teachers' beliefs and practices could create positive social change and benefit teachers, parents, administrators, and children. Teachers may use the information in this study to reflect on and make changes to their practices. Program directors, principals and school districts may be guided to implement curriculum changes more inclusive of play, or to include play and play theory in preservice training. These changes could bring the United States more in line with top performing countries in terms of educational outcomes for children.

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Lau, Grace. „Teachers' understanding of children's play in the early childhood curriculum“. Thesis, University of East Anglia, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.423790.

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Jones, Kourtney Denise. „Empowering Early Childhood Teachers: A Community Based Participatory Research Approach“. CSUSB ScholarWorks, 2016. https://scholarworks.lib.csusb.edu/etd/426.

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Despite a significant increase in the demands for teachers’ professional development, the work environments of teachers have not developed at a comparable rate. Due to research on inequity in teacher work environment, the purpose of this case study was to explore the role of empowerment in the early childhood education (ECE) workforce, using Community Based Participatory Research (CBPR) as a framework. This project was done with 5 educators in a for‑profit ECE center. Over the course of five weekly sessions, the educators completed questionnaires, interviews, and engaged in weekly focus groups geared towards providing the teachers with an opportunity to share their experiences and collaborate on solutions for change in their work environment. Overall, descriptive statistics of the quantitative data did not demonstrate an increase in empowerment over the course of the project. However, the six emerging themes (i.e., Frustration with Center Operations and Corporate, Empowerment, Communication, Emotional and Physical Well‑Being, Teacher Unity, and Teacher Training and Education) provided important insights into the nature of teacher empowerment in the ECE setting, which informed lessons learned and future directions for research.

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Ploof, Robin L. „Connection Between Early Childhood Teachers' Beliefs and Practices Regarding Play“. ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/1139.

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Research indicates play contributes to children's learning and development. The passage of the No Child Left Behind Act (NCLB) changed early care and education by limiting time for play in early childhood classrooms. There is a gap in the literature concerning early childhood teachers' current beliefs about play and how those beliefs are connected to their practices. The purpose of this qualitative case study was to examine the connections between early childhood teachers' beliefs regarding play and their practices in the early childhood classroom. Lave's situated learning theory formed the conceptual framework for this study recognizing the early childhood classroom and the social aspect of learning as a community of practice. Data for the study were collected through structured interviews, observations, and documents from teachers in 6 early childhood classrooms. Coding was used to identify patterns and themes. Analysis revealed that teachers held strong positive beliefs in regard to play. Teachers believed the connection between their beliefs and practices regarding play was strong and the connection between them was clear. Evidence showed the connection was not as strong and clear as teachers perceived. A clearer understanding of the link between teachers' beliefs and practices could create positive social change and benefit teachers, parents, administrators, and children. Teachers may use the information in this study to reflect on and make changes to their practices. Program directors, principals and school districts may be guided to implement curriculum changes more inclusive of play, or to include play and play theory in preservice training. These changes could bring the United States more in line with top performing countries in terms of educational outcomes for children.

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