Dissertations / Theses on the topic 'Early childhood classrooms'
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Isbell, Rebecca T., and Pamela Evanshen. "Real Classroom Makeovers: Practical Ideas for Early Childhood Classrooms." Digital Commons @ East Tennessee State University, 2012. http://amzn.com/0876593783.
Full texthttps://dc.etsu.edu/etsu_books/1063/thumbnail.jpg
Ringsmose, Charlotte, and Pamela Evanshen. "Why Multiage Classrooms?" Digital Commons @ East Tennessee State University, 2007. https://dc.etsu.edu/etsu-works/4471.
Full textBland, C., and Cathy Galyon Keramidas. "Effective Teaching for Inclusive Early Childhood Classrooms." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/523.
Full textAlasimi, 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.
Full textZhao, Hongxia, and Carol M. Trivette. "Strategies to Engaging Young Children in Early Childhood Classrooms." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/4432.
Full textEvanshen, Pamela, Mary Myron, and D. Grewal. "Integrating Theory and Practice in Virtual Classrooms." Digital Commons @ East Tennessee State University, 2006. https://dc.etsu.edu/etsu-works/4366.
Full textEvanshen, Pamela. "Non-Graded, Multiage Classrooms: Structural Processes That Actually Work." Digital Commons @ East Tennessee State University, 2002. https://dc.etsu.edu/etsu-works/4467.
Full textYang, Hsiao-ling. "The contexts of scaffolding interactions in Taiwanese early childhood classrooms /." Digital version accessible at:, 1999. http://wwwlib.umi.com/cr/utexas/main.
Full textNyabando, Tsitsi, and Ruth Facun-Granadozo. "Equipping Teacher Candidates for Today's Diverse Classrooms." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/4328.
Full textEvanshen, Pamela. "Moving Constructivist Practice into Primary Classrooms: Beginning with the Environment." Digital Commons @ East Tennessee State University, 2008. https://dc.etsu.edu/etsu-works/4361.
Full textMarshall, Ellen. "Innovative practices in early childhood classrooms: what makes a teacher an early adopter?" Diss., Texas A&M University, 2004. http://hdl.handle.net/1969.1/266.
Full textClaffey, Heather I. "BRINGING THE WONDER OF NATURE BACK TO EARLY CHILDHOOD CLASSROOMS." CSUSB ScholarWorks, 2016. https://scholarworks.lib.csusb.edu/etd/328.
Full textEvanshen, Pamela, and T. Crowe. "Moving Constructivist Practice into Primary Classrooms: Beginning with the Environment." Digital Commons @ East Tennessee State University, 2007. https://dc.etsu.edu/etsu-works/4364.
Full textZurmehly, Deborah Justice. "Investigating Spirituality Within Teaching in Two Early Childhood Classrooms: Enacting Spiritually Connective Teaching." The Ohio State University, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=osu1408972499.
Full textSharp, L. Kathryn, and Melody Hobbs. "Supporting Writing in Early Childhood Classrooms: Making It Work with the New Standards." Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etsu-works/4264.
Full textSeitz, Hilary Jo. "Parent-teacher collaborations in emergent curriculum development in two early childhood classrooms." Diss., The University of Arizona, 2002. http://hdl.handle.net/10150/280203.
Full textBroderick, Jane Tingle. "Using Materials with Intention in Developmentally Appropriate Classrooms." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/4233.
Full textHarcourt, Deborah Sue. "Young children's accounts of quality in early childhood classrooms in Singapore." Queensland University of Technology, 2008. http://eprints.qut.edu.au/16658/.
Full textGeorge, Dwyane B. "Distributed sensor network for sensing educational interaction in early childhood classrooms." Thesis, Massachusetts Institute of Technology, 2016. http://hdl.handle.net/1721.1/106023.
Full textThis electronic version was submitted by the student author. The certified thesis is available in the Institute Archives and Special Collections.
Cataloged from student-submitted PDF version of thesis.
Includes bibliographical references (pages 59-60).
For teachers in Montessori schools, making notes of their observations of students is difficult, error prone, and does not scale well. Observations help teachers individualize their methods in early childhood classrooms. Sensei is the first system designed to measure social and classroom interaction using a distributed sensor network. Unobtrusive sensors measure proximity between each node in a dynamic range-based mesh network and establish interaction context through motion and ambient sound data. In this system, I designed a distributed sensor network protocol to collect sensory data, a synchronized network event scheduling scheme to establish a shared time basis, and a wireless data transfer protocol to facilitate data collection from the network. The network protocol interfaces with the sensor's hardware facilities to capture a high fidelity data set. The network event scheduling scheme creates a synchronized time basis that allows battery efficient data collection at a high time resolution for social interaction. The wireless data transfer protocol provides a teacher-friendly interface for extracting data stored in the network. This system is useful for further research in understanding learning and social networks in early childhood environments. Sensei is currently deployed in three Montessori schools and I have evaluated the effectiveness of the system with teachers. My contributions in this system are a protocol that captures sensory data, an event scheduling scheme that establishes a synchronized time basis, and a wireless data transfer protocol that facilitates data transfer from the network. Sensei helps discover observation insights that would have otherwise been lost.
by Dwyane B. George.
M. Eng.
Gadson, Tymeshia L. "Teachers' Perspectives of their Engagement of Fathers in Early Childhood Classrooms." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7293.
Full textRingsmose, Charlotte, and Pamela Evanshen. "A Comparative Narrative of the Danish "Folkskole" and a Primary Multiage School in America." Digital Commons @ East Tennessee State University, 2007. https://dc.etsu.edu/etsu-works/4472.
Full textSarver, Tammie, Jane Tingle Broderick, and Lynn Lodien. "Managing Diverse Investigation Threads in Emergent Inquiry Classrooms Using Whole and Small Group Classroom Meetings." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/4227.
Full textBroderick, Jane Tingle, and T. Sarver. "Managing Diverse Investigation Threads in Emergent Inquiry Classrooms Using Whole and Small Group Classroom Meetings." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/4234.
Full textMcClain, Madison P. "Supporting Teacher Candidates to Teach in Classrooms with Students Who Experience Trauma." Ohio University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1616175945861235.
Full textHaubert, Lindsey R. "Professional Mathematical Noticing in Play-based Prekindergarten Classrooms." University of Toledo / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1501736606962246.
Full textEvanshen, Pamela, and Janet Faulk. "Room to Learn: Elementary Classrooms Designed for Interactive Explorations." Digital Commons @ East Tennessee State University, 2019. https://www.amzn.com/B07SV6GD5L.
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Pugh-Opher, Francesca. "Mandarin Teachers' Experiences Using Technological Pedagogical Content Knowledge in Early Childhood Classrooms." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7179.
Full textEvanshen, Pamela, and Janet Faulk. "Primary Classrooms (K-3rd Grade): Assessing, Creating and Utilizing the Environment as a Teaching Tool." Digital Commons @ East Tennessee State University, 2010. https://dc.etsu.edu/etsu-works/4377.
Full textDynia, Jaclyn M. "The Literacy Environment of Early Childhood Special Education Classrooms: Predictors of Print Knowledge." The Ohio State University, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=osu1354729369.
Full textEvanshen, Pamela, and Susan Lewis. "Reading and Writing Workshop in a Multiage Primary Classroom." Digital Commons @ East Tennessee State University, 2003. https://dc.etsu.edu/etsu-works/4466.
Full textHale, Kimberly D., Laura Martin, Gabriel Guyton, and Pamela J. Mims. "Creating Emotionally Responsive Early Head Start Inclusive Classrooms." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu-works/7023.
Full textSolano, Jennifer M. "Implementation of K-12 Positive Behavioral Interventions and Supports in Preschool Classrooms." Thesis, California State University, Long Beach, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10822704.
Full textThe purpose of this study was to examine the impact of K-12 Positive Behavioral Interventions and Supports (PBIS) implementation in preschool classrooms. PBIS is a multi-tiered social-emotional and behavioral framework developed for the K-12 population and not for young children. Implementation of K-12 PBIS in preschool classrooms creates a contextual mismatch which may negatively affect outcomes such as teacher self-efficacy and student behavior. The Pyramid Model is a framework adapted from K-12 PBIS developed specifically for young children.
This study used a logic model to examine the relationships among implementation fidelity, teacher sense of efficacy and student behavior. Three research questions asked the degree to which teachers trained in K-12 PBIS implement Pyramid Model key practices and how this relates to teacher self-efficacy and student behavior. A convenience sample of 20 preschool teachers trained in K-12 PBIS participated in this quantitative research. The Statistical Package for the Social Sciences was utilized to run descriptive, correlation and linear regression data analyses on data gathered through The Teaching Pyramid Observation Tool (TPOT), Teacher Sense of Efficacy Scale (TSES) and student behavior tallies. Results indicated that preschool teachers trained in K-12 PBIS implement 63% of Pyramid Model key practices. Implementation fidelity was not found to correlate with teacher self-efficacy, but was found to predict the frequency of inappropriate student behavior that occurs during child-directed activities. Implications of this study suggest that contextual fit matters when choosing an intervention model for young children. It is recommended that districts that implement K-12 PBIS with their K-12 population separately implement the Pyramid Model in their preschool classrooms. Teachers should be trained in the key practices developed to support young students’ social-emotional and behavioral growth. Future research could compare preschool programs that implement K-12 PBIS with those that implement the Pyramid Model. Direct comparison of teacher and student outcomes within these two contexts could reveal important findings for policy and practice.
Manwaring, Joanne Scandling. "High Stakes Play: Early Childhood Special Educators' Perspectives of Play in Pre-Kindergarten Classrooms." Scholar Commons, 2011. http://scholarcommons.usf.edu/etd/3732.
Full textAlger, Megan W. "Evaluating early numeracy skills in preschool children| A program evaluation of rural Head Start classrooms." Thesis, Alfred University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3714783.
Full textEarly numeracy skills are a critical component of daily preschool instruction, according to the National Council of Teachers of Mathematics (NCTM; 2002); however, there is variability in how mathematics-driven instruction is implemented in the preschool classroom (Graham, Nash, & Paul, 1997; Brown, Malfese, & Molfese, 2008). Research indicates that children from low income backgrounds who qualify for Head Start programs do not make comparable growth in early numeracy skill development when compared to children from higher SES levels (Puma, et. al., 2012). The objective of this dissertation was to evaluate a selected mathematics curriculum utilized by the Happy Faces Head Start1 program, after program data indicated that children’s mathematics achievement was below established targets (Happy Faces Head Start, 2012). Results indicated that the curriculum, Mathematics: A Creative Curriculum Approach, which was implemented in rural Head Start classrooms did not show significant gains in math skills compared to children in the control group.
Ramos, Rosemary. "Teach Me With Carino| Head Start Teachers' Perspectives of Culturally Responsive Pedagogy in Preschool Classrooms." Thesis, California State University, Long Beach, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10825459.
Full textWhile high levels of skills in education and achievement are critical for a student’s social and economic success, schools have yet to live up to their educational responsibilities to children of color and children living in poverty. Nationwide, the achievement gap affects students of color, particularly low-income Latino students. Gay argued that contributing to educational deficits are teachers who do not understand the importance of knowing their students’ cultural backgrounds. This qualitative dissertation utilized the conceptual frameworks of culturally responsive pedagogy and sociocultural interactions to understand Latina Head Start preschool teachers’ perspectives in the classroom when implementing culturally responsive pedagogy embedded within sociocultural interactions in classrooms.
The major findings in this study documented that the Latina Head Start preschool teacher participants were sensitive to the unique needs of Latinao dual language learners from low-income families. The teacher participants overwhelmingly reported that providing emotional support, cariño (affection), and empathy to all of the children throughout classroom interactions was vital for student learning. They regularly used the children’s home language, Spanish, and supported children’s development in both languages. The Latina Head Start preschool teacher participants expressed a sense of commitment and responsibility to ensure each Latino child is successful. The Latina Head Start preschool teacher participants shared a natural ability to teach with cariño while utilizing culturally responsive pedagogy with interwoven sociocultural interactions as they worked with their Latina/o students.
Sayers, Robin C. "Peers, Teachers, and Classrooms; Their Impact on Early School Adjustment." The Ohio State University, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1562942494814254.
Full textSahin, Ikbal Tuba. "A Qualitative Study On The Perceptions Of Early Childhood Teachers Towards Physical Design For Classroom Management." Master's thesis, METU, 2009. http://etd.lib.metu.edu.tr/upload/3/12611467/index.pdf.
Full textperceptions about the factors which influence their classroom management practices, how the physical environment of the classroom influences their instructional processes and teacher-student interactions. To collect the data for the study, a semi-structured interview schedule was developed by the researcher. The interview schedule contained 16 questions
six pertained to demographic items, while the remaining ten open-ended questions aimed to investigate the perceptions of teachers about the physical environment of the classroom and its influence on classroom management. The participants of this study consisted of 36 female early childhood education teachers who taught children from age 3 to 6. Twelve of them were employed in private schools and 24 worked in public schools. Qualitative analysis was performed at the end of the study and according to findings, 7 themes were categorized. These are were (1) factors influencing classroom management, (2) physical environment, (3) interest areas in the classroom, (4) strengths and weaknesses of the physical environment, (5) remedies for weaknesses of the environment, (6) the influence of the physical environment on instructional process and teacher-student interaction, and (7) suggestions for the improvement of the physical environment.
Marra, Gwen R. "Vocabulary growth using nonfiction literature and dialogic discussions in preschool classrooms." Thesis, University of South Dakota, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3629795.
Full textThe preschool years are a crucial time for children to develop vocabulary knowledge. A quality preschool environment promotes large amounts of language usage including picture book read alouds and discussions. There is growing research to support the use of nonfiction literature in preschool classrooms to promote vocabulary growth and knowledge of the world for preschool children. This research study compared vocabulary growth of preschool children using fiction and dialogic discussions versus vocabulary growth of preschool children using nonfiction and dialogic discussions following a six week study of autumn and changes that happen during this season to the environment and animals. The quasi-experimental design used the Peabody Picture Vocabulary Test-4, a curriculum-based measure for receptive vocabulary, and a curriculum-based measure for expressive vocabulary to assess vocabulary growth. Results showed that there was significant difference in the vocabulary growth in the treatment group indicated by the curriculum-based measure for receptive vocabulary, but the Peabody Picture Vocabulary Test-4 and the curriculum-based measure for expressive vocabulary did not indicate significant difference in growth in the 6-week research period. The findings of this research have implications for teachers. Using nonfiction literature during read aloud times is beneficial to vocabulary growth. Dialogic discussions used with fiction and nonfiction read alouds provide authentic opportunities for students to use vocabulary in meaningful ways. In order to maximize vocabulary growth during the preschool years, teachers should be aware of the benefits of using nonfiction literature for interactive read alouds.
Johnson, Jacqueline. "Levels of Feedback Observed in Kindergarten Classrooms: Perceptions and Reality." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etd/3337.
Full textHensel, Riana. "A qualitative interview study of teachers' experiences addressing race and racism in their early childhood classrooms." Thesis, Mills College, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=1557346.
Full textThis qualitative interview study examines the challenges and successes early childhood teachers in Oakland Unified School District face when addressing issues of race and racism in their classrooms. Teachers' and District Administrator's stories of barriers and strategies were analyzed to inform my professional practice. Data were collected through qualitative interviews and a focus group. The main theoretical framework that supported analysis came from Critical Race Theory. The data were analyzed through descriptive coding and analytic memoing. Key findings include the impact of personal beliefs and experiences on teachers' barriers and strategies. Teachers' barriers include the age or English proficiency of their students, lack of discussion at their school site, and a lack of training and tools. They used a wide range of strategies, including literature, general conversations, specific questions, creating a strong link between home and school as well as relying on experiences regarding race and racism they had in their personal lives. Teachers and district administrators were both working on addressing racism, however, their strategies were very distinct; administrators were working on large-scale projects while teachers were very focused on their individual classrooms and students. This study makes an important contribution to the literature because the role and impact of race and racism in Early Childhood classrooms is often overlooked. There is a lack of professional literature addressing the obstacles that teachers committed to engaging in this work face and also an absence of reflection from early childhood teachers about what strategies they use to support them in their anti-racist work.
Keywords: anti-racist teaching, early childhood education, critical race theory, obstacles to anti-racist teaching, teacher strategies
Shepley, Collin Niles. "Training Teachers in Inclusive Preschool Classrooms to Monitor Child Progress and Make Data-based Decisions through Direct Behavioral Observation." UKnowledge, 2019. https://uknowledge.uky.edu/edsrc_etds/71.
Full textStansfield, Jillian. "Alannah, Bree and CASSIE: The ABC of girls on the Autism Spectrum in early years classrooms." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2020. https://ro.ecu.edu.au/theses/2376.
Full textLandy, Cathy. "The State of Outdoor Education in Northeast Tennessee: Preschool Teacher Attitudes Toward Outdoor Education." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etd/3453.
Full textEvanshen, Pamela, and Janet Faulk. "The Use of the Primary Classroom Environment as a Teaching Tool to Support Student’s Engagement in Inquiry Processes." Digital Commons @ East Tennessee State University, 2010. https://dc.etsu.edu/etsu-works/4358.
Full textSimon, Kathryn Kimer. "Storybook activities for improving language : effects on language and literacy outcomes in Head Start preschool classrooms /." view abstract or download file of text, 2003. http://wwwlib.umi.com/cr/uoregon/fullcit?p3095257.
Full textTypescript. Includes vita and abstract. Includes bibliographical references (leaves 206-216). Also available for download via the World Wide Web; free to University of Oregon users.
Harcourt, Deborah Sue. "Constructing ideas and theories about quality : the accounts of young children in two early childhood classrooms in Singapore." Thesis, Queensland University of Technology, 2008. https://eprints.qut.edu.au/16658/1/Deborah_Sue_Harcourt_Thesis.pdf.
Full textAlazemi, Laila Alkhayat. "Exploring Factors That Predict Kuwaiti Preservice Kindergarten Teachers' Intentions to Use Web 2.0 Technologies in Their Future Kindergarten Classrooms Using the Decomposed Theory of Planned Behavior." Thesis, The University of Alabama at Birmingham, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10262243.
Full textThe purpose of this research was to explore factors influencing Kuwaiti kindergarten preservice teachers’ intentions to use Web 2.0 technologies in their future Kuwaiti kindergarten classrooms and their perceptions of using Web 2.0 technologies to enhance kindergarten student learning. This mixed methods study employed parallel collection of qualitative and quantitative data, separate analyses of the data, and then a merging of the findings. Gathered data were evaluated using the decomposed theory of planned behavior (DTPB) to predict the factors that influence Kuwaiti preservice teachers’ intentions to use Web 2.0 technologies in their future kindergarten classrooms. The central research questions of the study included the following: (1) What factors do Kuwaiti preservice kindergarten teachers describe as the best predictors of their intentions to use Web 2.0 technologies in their future classrooms? (2) What are Kuwaiti preservice kindergarten teachers’ perceptions of the pedagogical benefits of using Web 2.0 technologies in their future classrooms? (3) How do Kuwaiti preservice kindergarten teachers describe the factors that predict their intentions to use Web 2.0 technologies in their future kindergarten classrooms? (4) How do Kuwaiti preservice kindergarten teachers describe their perceptions of Web 2.0 technologies as pedagogical tools? The findings revealed that attitudes, subjective norms, and perceived behavioral control positively and significantly affect the preservice teachers’ intentions to use Web 2.0 technologies.
This study indicated Kuwaiti kindergarten preservice teachers’ intention to use YouTube, Instagram, WhatsApp, and Twitter in their future kindergarten classroom to improve student learning, communicate with parents, and share classrooms activities. Another important finding was the fact that the majority of Kuwaiti kindergarten preservice teachers did not use Wikis, Blogs, Facebook, and Skype. However, they proficiently used the popular Web 2.0 technologies in their social cultural environment. Most of the teachers believed that Web 2.0 technologies could improve kindergarten students’ learning, but they had concerns regarding inappropriate content. Hence, they were not prepared to use Web 2.0 technologies in educational settings. Finally, by using a mixed-method approach, this study offered educators a different dimension of the factors that affect preservice teachers’ intentions to use technology.
Wang, Rayna. "Exemplary practices that affirm and promote cultural and linguistic diversity in head start classrooms." Thesis, Boston College, 2017. http://hdl.handle.net/2345/bc-ir:107433.
Full textWith the continued growth of culturally and linguistically diverse (CLD) students, it is necessary for teachers to be intentional about serving students whose backgrounds are assets but nonetheless different from the dominant culture and language in American society. Because most research on teaching practices has focused on the academic development of children in preschool, this study tries to fill a gap in the literature by examining teaching practices that respond to and affirm cultural diversity. After conducting interviews and observations in three Head Start classrooms, four core teacher beliefs (reciprocal relationships with family, importance of home language, social emotional emphasis, and inclusion of culture) were identified across the sites; these beliefs impacted how teachers created a multicultural space and tailored instruction for students. The findings contribute to the field by providing insight for how teachers can continue to foster inclusive classrooms that value and celebrate children’s unique identities
Thesis (BA) — Boston College, 2017
Discipline: Departmental Honors
Discipline: Education
Morris, Emilee. "“Accomplishing something important:” exploring how parents of two-year-old children perceive the transition between child care classrooms." Thesis, Kansas State University, 2015. http://hdl.handle.net/2097/35743.
Full textSchool of Family Studies and Human Services
Bronwyn Fees
For young children and their families, transitions between classrooms are a normative part of the child care experience, yet these types of transitions are seldom studied. In the United States, there are approximately 144,000 child care centers for children birth to five years of age (Child Care Aware, 2014). Nearly 60% of infants and toddlers participate in some form of nonparental child care arrangement (Iruka & Carver, 2006). In particular, how parents experience their child’s transitions between classrooms within child care centers is not well understood. Children aged birth to three years face challenges when separating from trusted caregivers and forming new relationships. This study explored the unfolding of perceptions of five families as their children turned two-years-old and moved between a one-year-old to a two-year-old classroom in the same child care setting. Drawing from a systems approach, the parental perception of the transition was examined in relation to their children’s experience. Structured interviews took place with families before, during, and after their children’s transition to the new classroom. Mothers were interviewed in four out of the five cases, and one couple chose to participate in the interviews together. Families reported unique concerns such as worry regarding the child’s adjustment or concern about how the child would be accepted in the new peer environment, based on certain factors of influence including past experiences with transitions and the temperament and behavior of their child in the child care setting. However, parents regarded the transition positively due to the perceived benefits of a classroom with older peers and advanced learning opportunities. Parents expressed this positive viewpoint to their children through conversations. Interviews suggested that the way parents perceived the transition was closely connected to the child’s behaviors in the new environment as well as the quality of relationships formed with the teachers and peers. The findings indicate the importance of individualizing the transition experience for families, remaining mindful of the family system during the transition, and implementing strategies to support the relationship building process. Keywords: qualitative, transitions, two-year-old, early childhood education, parents
Nyabando, Tsitsi. "Second-Grade Students’ Perceptions of Their Classrooms’ Physical Learning Environment." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etd/3660.
Full text