Dissertations / Theses on the topic 'Teacher Education: Early Childhood'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 dissertations / theses for your research on the topic 'Teacher Education: Early Childhood.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse dissertations / theses on a wide variety of disciplines and organise your bibliography correctly.
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.
Full textperceptions 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.
Zhulamanova, Ilfa. "EARLY CHILDHOOD EDUCATION PRESERVICE TEACHERS’ PERCEPTIONS ON PLAY." Kent State University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=kent1563193941118516.
Full textAbbatantuono, Kristin. "Improving teacher and family involvement in an early childhood classroom /." Staten Island, N.Y. : [s.n.], 2005. http://library.wagner.edu/theses/education/2005/thesis_edu_2005_abbat_impro.pdf.
Full textStorey, Syretha Orr. "Teacher questioning to improve early childhood reasoning." Diss., The University of Arizona, 2004. http://hdl.handle.net/10150/280569.
Full textEvanshen, Pamela A., Angela Baum, Will Parnell, Tracey Crowe, Vickie Lake, Reginald Williams, Linda Taylor, Paula McMurray-Schwartz, and Amanda Branscombe. "Engaging All Learners Through Quality Early Childhood Teacher Education." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu-works/6010.
Full textBroderick, Jane Tingle, and Seong Bock Hong. "Inquiry in Early Childhood Teacher Education: Reflections on Practice." Digital Commons @ East Tennessee State University, 2005. https://dc.etsu.edu/etsu-works/4474.
Full textJeffries, Kendall. "Increasing Parental Involvement in Early Childhood Education." Scholar Commons, 2012. http://scholarcommons.usf.edu/etd/4340.
Full textZippie, Kimberly Justham Zippie. "The Early Learning Harvest: The Relationship between Teacher Educational Levels and Child Outcomes." Youngstown State University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1464378368.
Full textHarris, Martha Jane 1949. "Leadership preparation in early childhood special education." Diss., The University of Arizona, 1997. http://hdl.handle.net/10150/282490.
Full textMcKenzie, Patricia Jay. "Early childhood : special education." Thesis, University of British Columbia, 1987. http://hdl.handle.net/2429/26874.
Full textEducation, Faculty of
Graduate
Cameron, Margaret. "Early childhood environmental education : teacher attitudes and training needs /." Title page, contents and abstract only, 1992. http://web4.library.adelaide.edu.au/theses/09ENV/09envc182.pdf.
Full textEvanshen, Pamela, Tracey Crowe, Angela Baum, William Parnell, Kelly Baker, Cynthia DiCarlo, and Vickie Lake. "National Association of Early Childhood Teacher Educators (NAECTE) Conference and Meeting: Reflections on Research and Practice in Early Childhood Teacher Education." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/4345.
Full textEvanshen, Pamela A., Angel Esum, Will Parnell, Reginald William, Tracey Crowe, Linda Taylor, and Vickie Lake. "Leadership and Global Perspectives for Early Childhood Teacher Educators." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu-works/6015.
Full textAkdag, Zeynep. "Beginning Early Childhood Education Teachers." Phd thesis, METU, 2013. http://etd.lib.metu.edu.tr/upload/12615312/index.pdf.
Full texts 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.
Lombardi-Davis, Christina. "Early Childhood Teacher Perspectives Regarding Preparedness to Teach Children Experiencing Trauma." ScholarWorks, 2020. https://scholarworks.waldenu.edu/dissertations/7937.
Full textFacun-Granadozo, Ruth. "Doing the Dynamic Dance: Three Teacher Candidates’ Residency Experiences." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu-works/5962.
Full textFacun-Granadozo, Ruth. "Building Blocks and Obstacles to Becoming a Self-efficacious Early Childhood Literacy Teacher: Implications for Teacher-Education." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/4326.
Full textBillheimer, Bradley Carroll. "Perceived Teacher Self-Efficacy in Early Childhood Settings: Differences between Early Childhood and Elementary Education Candidates." Digital Commons @ East Tennessee State University, 2006. https://dc.etsu.edu/etd/2200.
Full textAllen, Amy E. "Instructional Strategies in Early Childhood Teacher Education: A Comparison of Two Approaches." Connect to full text in OhioLINK ETD Center, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1218812594.
Full textTypescript. "Submitted as partial fulfillment of the requirements for the Doctor of Philosophy Degree in Foundations of Education, Educational Psychology." Bibliography: leaves 85-101.
McNally, Shelley Ann. "Teacher-Child Relationship Quality: Understanding the Impact of Teacher Beliefs and Behaviors." University of Toledo / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1480433117409618.
Full textEspinosa, Jessica Fernandez. "Journey of a novice kindergarten teacher." Thesis, BARRY UNIVERSITY, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3589606.
Full textTeacher attrition is a growing concern among states and school systems. Novice teachers face many difficulties during their induction and the high attrition rates within the first five years of teaching are a testament to the challenges new teachers face (Herrington et al., 2006; Fantelli & McDougall, 2009). Due to new demands emerging from U.S. education policies placing an emphasis on accountability and student mastery of predetermined learning outcomes, there have been many new demands placed on kindergarten teachers (Goldstein, 2007).
By using a narrative inquiry methodology, this research study seeks to answer the following overarching question: How do novice kindergarten teachers describe their experiences in their first of year teaching? The study also seeks to answer the following sub questions: What domains of curriculum practice act as constraints on novice kindergarten teachers curricular decision making? How do novice kindergarten teachers use their professional discretion in making decisions about how to integrate developmentally appropriate practices (DAP) into the mandated curriculum in an era of standards-based reform?
The research was guided by the following theoretical framework: Boote’s (2006) Theory of Professional Discretion. Participants were interviewed using a semi-structured interview protocol (Patton, 2002). Interviews were transcribed and then coded for emerging themes. The researcher worked with the participants to re-story and create a narrative of their experiences in their first year of teaching.
The following themes emerged from the interview data: (a) Teaching was a lifelong career goal; (b) Teaching kindergarten was not a choice; (c) They planned as a team; (d) They had a fear of deviating from the prescribed curricula; (e) The participants were overwhelmed with standardized testing; (f) They experienced being a living contradiction; (g) The participants had a lack of job security; (h) The participants were all surplussed or ‘let go’ at the end of the school year. These themes were used to write the narratives of experience. There were four narratives of experience, one for each participant. Each narrative tells the story of each participant’s first year of teaching.
Sharp, L. Kathryn. "Building a Better Teacher: Teacher Preparation at a Crossroad." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/4268.
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 textHale, 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.
Full textRiffin, 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.
Full textMeier, Catherine Meier. "Online Facilitation of Early Childhood Education Preservice Teacher Field Experiences." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3461.
Full textMcCannell, Alexandera. "Teaching the intangible : how early childhood teacher education instructors "teach" relational development." Thesis, University of British Columbia, 2015. http://hdl.handle.net/2429/56225.
Full textEducation, Faculty of
Graduate
Evanshen, Pamela, Tracey Crowe, Angela Baum, William Parnell, Kelly Baker, Cynthia DiCarlo, Vickie Lake, et al. "Leading the Way and Advocating for Quality Through Early Childhood Teacher Education." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/4342.
Full textAl-Lawati, Fatma Anwar Khamis. "Parent and Teacher Expectations for Early Childhood Education in Oman." DigitalCommons@USU, 1999. https://digitalcommons.usu.edu/etd/2534.
Full textMalkus, Amy J., and Michelle E. Johnson. "Preschool Nutrition: The Importance of Discussing Healthy Eating in Teacher Education." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu-works/6023.
Full textGloeckler, Lissy R., Jennifer M. Cassell, and Amy J. Malkus. "An Analysis of Teacher Practices with Toddlers During Social Conflicts." Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etsu-works/4585.
Full textSakuma, 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.
Full textThis 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.
Facun-Granadozo, Ruth. "Teacher Candidates’ Perplexities on Phonemic Awareness, Phonics, and Morphemic Awareness: Implications for Early Childhood Teacher Educators." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/4331.
Full textKraemer, Emily N. "Teacher Responses to Learning Cycle Science Lessons for Early Childhood Education." Thesis, California State University, Long Beach, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10639244.
Full textThree learning cycle science lessons were developed for preschoolers in an early childhood children’s center in Costa Mesa, California. The lessons were field tested by both novice and experienced teachers with children ranging from three to five years old. Teachers were then interviewed informally to collect feedback on the structure and flow the lessons. The feedback was encouraging remarks towards the use of learning cycle science lessons for early childhood educators. Adjustments were made to the lessons based on teacher feedback. The lessons and their implications for preschool education are discussed.
Nyabando, 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 textGann, Rosalind R., and L. Kathryn Sharp. "Do Teacher Candidates Read Their Textbooks?" Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/4269.
Full textSharp, L. Kathryn. "Improving Teacher Preparation Through Data Sources." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/4253.
Full textMason, Crystal. "Teacher Biases as an Influence on Early Childhood Assessments." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7235.
Full textMaxedon, Sandra Jo. "Early childhood teachers' content and pedagogical knowledge of geometry." Diss., The University of Arizona, 2003. http://hdl.handle.net/10150/280485.
Full textBelcher, Kimberlee A. "Policy reservations| Early childhood workforce registries and alternative pedagogy teacher preparation." Thesis, Indiana University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3732804.
Full textDue to narrowly defined quality measures, teacher preparation in Montessori, Waldorf, Reggio and LifeWays pedagogies is not recognized in many state ECE professional development systems. The problem is compounded by Quality Rating and Improvement System’s child care program ratings, which rely on teacher qualifications as a component of program ratings. Limitations, due to philosophical dissimilarities pertaining to the spirit of the child, ill-fitting measurements of quality, and policy exclusion make it difficult for alternative pedagogy communities to meet qualifications or to obtain scores that count. This is exacerbated by narrow definitions regarding national versus regional accreditation in teacher preparation programs. U
sing a transformative, mixed-methods approach, this study asks, “What is the role and relevance of alternative pedagogy teacher preparation to the professional development system, and where does it fit in the current policy landscape nationwide?” As a follow up question, the study seeks to answer, “What is the process for change?” Through the use of surveys, interviews, and a cultural context model, a way forward is mapped.
Registry policy makers in 28 states and 46 teacher preparation directors, across three types of alternative-pedagogy teacher preparation programs, assisted in data collection, resulting in a recognition baseline. Public sources were used to triangulate a composite snapshot of this national policy situation, demonstrating appropriate policy inclusion in six out of 17 states’ career pathways and/or data collection in ECE workforce registries. Cumulative data revealed alternative pedagogy teacher recognition levels across the country and revealed how relevant policies evolved to become system inclusive. The study concludes by inviting community representatives to respond and to share their experiences and thoughts. Actionable study outcomes, community-developed recommendations, and an advocacy map were circulated in three of four alternative pedagogy communities.
Using a cultural equity paradigm, the study elucidates power relationships between alternative pedagogy teacher preparation and national/state efforts towards ECE professional development and quality improvement policy systems, illuminating where federal and state policy/initiatives are shaping, responding to, and limiting the alternative-pedagogy teacher preparation pipeline in the United States. Recommended courses of action encourage policy collaboration and a cultural shift from policy power over, to power with policy.
McAleer, Donna. "Understanding and developing early literacy : partnerships between parents and teachers in early childhood education." Thesis, University of Canterbury. School of Educational Studies and Human Development, 2005. http://hdl.handle.net/10092/2429.
Full textHolley, Margaret McMann. "The effects of the classroom schedule and teacher beliefs on Head Start teacher-child interactions." Thesis, University of Missouri - Kansas City, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3610196.
Full textTime can be examined from several viewpoints in the early childhood classroom: wasted wait time; instruction which is undifferentiated or not on the child's cognitive level, missing the child's target learning needs; the source and control of the classroom schedule; children's perceptions of time; and the current trend to maintain a rigid time schedule because of accountability demands. This study investigated Head Start preschool programs in a large midwestern urban area using an analysis of teacher beliefs and the classroom schedule. The instruments used to measure predictor variables were the Teacher Beliefs Scale (TBS) and Evaluation of the Early Childhood Classroom Schedule (EECCS); and the outcome variables were measured by observation with the Classroom Assessment Scoring System – PreK (CLASS) and the Individualized Classroom Assessment Scoring System (InCLASS). Thirty four teachers and 89 children participated. Correlation and hierarchical multiple regression were computed to assess the strength of the relationships between the predictor and criterion variables. Research question 1 asked how teacher's learner-centered use of time in the early childhood classroom, (EECCS), was related to Head Start classroom interactions and child engagement, (CLASS and inCLASS). Results indicated that EECCS was not a statistically significant predictor of CLASS scores or inCLASS scores. Research question 2 asked how teacher beliefs, (TBS), were related to Head Start classroom teacher-child interactions (CLASS), and Head Start classroom teacher-child, peer-peer, and child-material interactions, (inCLASS). No statistically significant results were found. Research question 3 asked how the early childhood classroom schedule moderated the relationship between developmentally appropriate teacher beliefs and Head Start Classroom interactions. No statistically significant results were found. Supplementary analyses were performed with activity settings and yielded several significant findings. Statistically significant changes were found for all instruments from fall to spring. Teacher beliefs and the classroom schedule were statistically significantly correlated. This study will also add to the body of literature a connection between teacher child interactions (CLASS) and child engagement with teachers, peers and tasks (inCLASS).
Jacobs, Patricia. "Graduates' Perceptions of an Early Childhood Education Teacher Training Program in Jamaica." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2733.
Full textBaxter, Christine Ann. ""Making connections" early childhood teachers re-creating meaning contextualizing Reggio Emilian pedagogy /." Electronic version, 2007. http://hdl.handle.net/1959.14/659.
Full textThesis (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
Stewart, Sandra Rae. ""Hello Mrs. Scribbles": Storytelling, identity and teacher research in the kindergarten." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp05/mq22019.pdf.
Full textWhite, Heather S. "Early Childhood Teacher Perspectives of Developmentally Appropriate use of Computer Applications." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/386.
Full textHooper, Belinda. "Preparing Early Childhood Special Educators for Inclusive Practice." VCU Scholars Compass, 2011. http://scholarscompass.vcu.edu/etd/2380.
Full textArnold-Grine, Lori E. "Laboratory schools a critical link in facilitating and enhancing preschool teacher education /." Columbus, Ohio : Ohio State University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1179509794.
Full textFacun-Granadozo, Ruth. "Reflective Thinking and Teacher Candidates’ Paradigm Shift." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/4329.
Full textGarrick, E. Renee Morreau Lanny E. "Role perceptions held by parents and teachers in early childhood special education programs." Normal, Ill. Illinois State University, 1993. http://wwwlib.umi.com/cr/ilstu/fullcit?p9323733.
Full textTitle from title page screen, viewed February 10, 2006. Dissertation Committee: Lanny Morreau (chair), Jeffrey B. Hecht, Maribeth N. Lartz, Jeanne B. Morris, William C. Rau, Keith E. Stearns. Includes bibliographical references (leaves 169-186) and abstract. Also available in print.