Gotowe bibliografie tematyczne / Teacher Education: Early Childhood

Gotowa bibliografia na temat „Teacher Education: Early Childhood”

Autor: Grafiati

Data publikacji: 4 czerwca 2021

Data aktualizacji: 1 lutego 2022

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Artykuły w czasopismach na temat "Teacher Education: Early Childhood"

Fadillah, Fadillah. "Early Childhood Metacognitive Learning among Students of Early Childhood Teacher Education". Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini 4, nr 2 (21.01.2020): 658. http://dx.doi.org/10.31004/obsesi.v4i2.332.

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The purpose of this research is to describe the ability of Early Childhood Teacher Education students to carry out Early Childhood metacognitive learning.By using the developmental research method that refers to the Dick and Carey's model, the following research results are obtained: Based on the teaching of thinking, teaching for thinking and teaching about thinking, early childhood metacognitive learning is planned so that the method and media used are clear, to train students' thinking ability. The implementation of early childhood metacognitive learning is assessed from the teacher's perception, namely students of Early Childhood Education as prospective teachers and from children's perceptions. From the teacher's perception it is believed that early childhood metacognitive learning can start at the age of 2 years old. From the children's perception, early childhood metacognitive learning occurs because of the process of habituation and imitation.

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Er, Suhendan. "Opinions of early childhood education teacher candidates towards the profession". New Trends and Issues Proceedings on Humanities and Social Sciences 4, nr 4 (6.11.2017): 43–49. http://dx.doi.org/10.18844/prosoc.v4i4.2593.

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Boyd, Wendy, i Linda Newman. "Primary + Early Childhood = chalk and cheese? Tensions in undertaking an early childhood/primary education degree". Australasian Journal of Early Childhood 44, nr 1 (marzec 2019): 19–31. http://dx.doi.org/10.1177/1836939119841456.

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There is well-established evidence that the quality of early childhood education workforce impacts upon children’s learning. Attracting qualified teacher graduates to work in early childhood centres is an essential component towards the provision of quality care. Significant investment by the Australian Government has been made to prepare early childhood teachers, yet teaching at this level is characterised by poorer working conditions compared with primary school teachers. Various programme models qualify applicants as early childhood teachers, yet there is no evidence of the most appropriate model. Our study’s focus was to identify reasons for entering a teacher education programme, career intentions and satisfaction of pre-service teachers enrolled in early childhood/primary degree programmes at two Australian universities. Findings demonstrate that the degrees were not fulfilling the government investment goals for increasing early childhood teacher numbers, nor were the degrees meeting student expectation for an early childhood teaching career. We argue that renewed policy strategies are required to support new early childhood graduates and professionals, and attract teachers to work in early childhood education.

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Regan, Ellen M., Bernard Spodek i Olivia Saracho. "Early Childhood Teacher Preparation". Curriculum Inquiry 22, nr 1 (1992): 103. http://dx.doi.org/10.2307/1180099.

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McEntire, Nancy. "ECAP Report: Early Childhood Teacher Education". Childhood Education 87, nr 5 (sierpień 2011): 373–74. http://dx.doi.org/10.1080/00094056.2011.10523217.

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Zhu, Jiaxiong. "Early childhood teacher education in China". Journal of Education for Teaching 34, nr 4 (listopad 2008): 361–69. http://dx.doi.org/10.1080/02607470802401552.

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Tayler, Collette. "Early childhood teacher education in Australia". Early Child Development and Care 76, nr 1 (styczeń 1991): 3–35. http://dx.doi.org/10.1080/0300443910760101.

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Thomas, R. Murray. "Early childhood teacher education in Indonesia". Early Child Development and Care 78, nr 1 (styczeń 1992): 85–94. http://dx.doi.org/10.1080/0300443920780107.

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Ebbeck, Marjory. "Early Childhood Teacher Education in Australia". International Journal of Early Years Education 1, nr 1 (marzec 1993): 63–76. http://dx.doi.org/10.1080/0966976930010106.

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O’Connell Rust, Frances. "Innovations in Early Childhood Teacher Education". Journal of Early Childhood Teacher Education 26, nr 3 (lipiec 2005): 327–28. http://dx.doi.org/10.1080/10901020500371429.

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Rozprawy doktorskie na temat "Teacher Education: Early Childhood"

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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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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Abbatantuono, 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.

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Storey, Syretha Orr. "Teacher questioning to improve early childhood reasoning". Diss., The University of Arizona, 2004. http://hdl.handle.net/10150/280569.

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Despite the more than 300 questions teachers ask on a daily basis, research indicates that teachers in elementary, secondary and post-secondary classrooms do not understand the power and potential of questions to advance student reasoning. It has been found that when teachers are taught to ask higher-level, open-ended, instructional questions, opportunities for student reasoning increases. However, there has been little research on the use of questions to advance reasoning in early childhood education. This research sought to determine the generalizability of available research on teacher questioning and reasoning to early childhood settings. Further, this research examined the effectiveness of a workshop developed by the researcher to teach teachers about the power and potential of questions. A quantitative examination of early childhood teachers' questioning techniques revealed that early childhood teachers' questioning techniques are similar to that of teachers in other settings. They were found to ask primarily lower-level, closed-ended and diagnostic questions. After participation in a workshop developed to improve the teachers' questioning techniques, the participants were found to ask more of the types of questions that advance reasoning.

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Evanshen, Pamela A., Angela Baum, Will Parnell, Tracey Crowe, Vickie Lake, Reginald Williams, Linda Taylor, Paula McMurray-Schwartz i 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.

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The keynote speaker will invite participants to reflect on the conference theme: Engaging ALL Learners through Quality Early Childhood Teacher Education. Poster and Round Table Presentations will engage participants in discussion of scholarly work focused around the NAECTE conference theme.

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Broderick, Jane Tingle, i 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.

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As teacher educators we work to make inquiry methodology explicit to help teacher candidates construct the link between theory and practice. Bringing inquiry learning into the early childhood curriculum method courses raises the potential for inquiry teaching practice for teacher candidates and models a constructivist practice in a higher education setting. Of the numerous curriculum studies available, few focus on methods of inquiry to guide adult learners’ to construct inquiry- teaching practices that they can transfer to their work with children. To improve the quality of our teaching in an Early Childhood Teacher Education program we researched and developed several tools to facilitate the transfer from teacher candidates own learning experiences to their teaching practice. We relied on the literature regarding the Reggio Emilia approach of inquiry learning and teaching based on documentation, as well as Creativity theory to help us develop a method to relate concepts with materials in a cycle of inquiry. Through our Cycle of Inquiry and the introduction of Concept Materials we promote representation which is a critical aspect of constructing knowledge about what it means to teach. We find that this differs from merely modeling hands-on activities in that it promotes higher level reasoning and creativity throughout the early childhood curriculum, as teacher candidates learn to reflect on and question the big ideas—thinking and learning—they observe in play to develop practice that extends learning along a conceptual continuum of inquiry. This data accumulated over the course of two years at East Tennessee State University and the University of Michigan-Dearborn through our process of developing and implementing curriculum for teacher educators that models action research and teacher as researcher.

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Jeffries, Kendall. "Increasing Parental Involvement in Early Childhood Education". Scholar Commons, 2012. http://scholarcommons.usf.edu/etd/4340.

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Parental involvement during preschool has been linked with stronger pre-literacy skills, acquisition of mathematical skills, well-developed social skills, and positive attitudes toward school (Arnold, Zeljo, Doctoroff, & Ortiff, 2008; Powell, Son, File, & San Juan, 2010). Parents' active involvement in their children's learning is a recommended strategy in engaging families in children's education experiences (Henderson & Mapp, 2002). The purpose of the current study was to measure the impact of parents' active participation in a parent-directed early literacy intervention on parental home-based involvement, school-based involvement, and home-school conferencing among Head Start parents and their preschool-aged children. The study used a quantitative research design, in which preschool children and their parents were randomly assigned to an intervention or control group to assess later levels of parental involvement as a result of the intervention across three time points. This relationship was also examined in the context of parents' prior experience with their children's preschool education. Following implementation of the intervention, average levels of Home-Based Involvement increased among parents in the intervention group. Assigning Head Start parents an active role in developing their preschoolers' pre-literacy skills may be an effective strategy to increase home-based parental involvement activities.

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Zippie, 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.

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Harris, Martha Jane 1949. "Leadership preparation in early childhood special education". Diss., The University of Arizona, 1997. http://hdl.handle.net/10150/282490.

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First, a description of the Early Childhood Special Education (ECSE) field is developed through: an historical overview, a discussion of the unique features of the ECSE field, and a review of ECSE leadership preparation. Secondly, this study expands the currently limited knowledge base about ECSE leadership preparation. Based on data collected across the United States for the 1995-1996 and 1996-1997 school years, this dissertation identified IHEs that offered doctoral preparation in ECSE, described the characteristics and components of ECSE doctoral preparation, described ECSE faculty and doctoral students, and identified trends. Qualitative data revealed that IHEs characterized their doctoral programs as committed to promoting quality services to infants and young children with disabilities and their families and to producing interdisciplinary leaders. Data was presented to describe program characteristics, required components, curriculum opportunities, and implementation of interdisciplinary focus. Evidence was presented that confirmed strong structural supports for an interdisciplinary focus. Varied interdisciplinary curriculum opportunities included ECSE course work, internships, and research options. IHEs were found to have relatively stable faculties and student enrollments. ECSE leadership preparation appeared to be both established and dynamic in its responsiveness to the rapid changes in the field. A major finding of this study was that there were few descriptions of the standards or competencies used for ECSE leadership preparation. The major recommendations included: establishing a national comprehensive database system, a joint effort to conceptualize ECSE leadership and develop strategies to promote ECSE leadership preparation, and, specific research topics to address the information needs of ECSE leadership preparation. Finally, initial guidelines for developing ECSE leadership preparation programs were presented.

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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
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Książki na temat "Teacher Education: Early Childhood"

Early childhood education: Teacher certification exam. Boston [Mass.]: XAMonline, Inc., 2007.

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Early childhood education: Teacher certification exam. Wyd. 2. Boston [Mass.]: XAMonline, Inc., 2007.

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Parent-teacher conferencing in early childhood education. Washington, D.C: NEA Professional Library, National Education Association, 1991.

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Anderson, Elizabeth M., Amanda Branscombe, Susan Catapano, Janese Daniels, Sarah E. Huisman, Meredith Jones, Youjung Lee i in., red. Early Childhood Teacher Education on Cultural Competence. New York, NY : Routledge, 2019.: Routledge, 2018. http://dx.doi.org/10.4324/9781315165035.

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Inc, XAMonline, red. ICTS 107 early childhood education: Teacher certification exam. Wyd. 2. Boston: XAMonline, Inc., 2008.

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Edith Cowan University. Faculty of Education. Assistant Teacher Programme. Assistant Teacher Programme: Early childhood, primary, secondary : guidelines for principals, teachers, assistant teachers. Perth, W.A: Edith Cowan University, 1993.

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Early childhood teacher research: From questions to results. New York: Routledge, 2012.

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O'Sullivan, Barbara. Staff orientation in early childhood programs. St. Paul, MN: Toys 'N Things Press, 1987.

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Saracho, Olivia N. Bernard Spodek, early childhood education scholar, researcher, and teacher. Charlotte, N.C: Information Age Pub., Inc., 2013.

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Schroth, Stephen T., i Jason A. Helfer. Developing Teacher Diversity in Early Childhood and Elementary Education. New York: Palgrave Macmillan US, 2018. http://dx.doi.org/10.1057/978-1-137-59180-7.

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Części książek na temat "Teacher Education: Early Childhood"

Stover, Sue. "Early Childhood Education". W Encyclopedia of Teacher Education, 1–5. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-1179-6_88-1.

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Spiteri, Jane. "Early Childhood Gifted Education". W Encyclopedia of Teacher Education, 1–6. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-13-1179-6_444-1.

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Jenkin, Chris. "Bicultural Early Childhood Curriculum". W Encyclopedia of Teacher Education, 1–6. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-1179-6_91-1.

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Aspden, Karyn, i Susanne Garvis. "Early Childhood Education Professional Experience". W Encyclopedia of Teacher Education, 1–6. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-1179-6_98-1.

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Fleer, Marilyn. "Early Childhood Science Teacher Education". W Encyclopedia of Science Education, 347–54. Dordrecht: Springer Netherlands, 2015. http://dx.doi.org/10.1007/978-94-007-2150-0_217.

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Fleer, Marilyn. "Early Childhood Science Teacher Education". W Encyclopedia of Science Education, 1–9. Dordrecht: Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-007-6165-0_217-4.

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Elliott, Sue, i Eva Ärlemalm-Hagsér. "Early Childhood Sociocultural Contexts, Sustainability". W Encyclopedia of Teacher Education, 1–6. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-1179-6_101-1.

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Barfod, Karen, Matt P. Stevenson i Peter Bentsen. "Outdoor Learning in Early Childhood". W Encyclopedia of Teacher Education, 1–5. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-1179-6_360-1.

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Dockett, Sue, i Bob Perry. "Transition, Early Childhood Sociocultural Contexts". W Encyclopedia of Teacher Education, 1–5. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-1179-6_99-1.

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Schroth, Stephen T., i Jason A. Helfer. "Teacher Education". W Developing Teacher Diversity in Early Childhood and Elementary Education, 29–62. New York: Palgrave Macmillan US, 2018. http://dx.doi.org/10.1057/978-1-137-59180-7_2.

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Streszczenia konferencji na temat "Teacher Education: Early Childhood"

Halimah, Leli, SY Margaretha i Mirawati. "Teacher-Parent Partnership on Early Childhood Education Curriculum Development". W 2nd Early Childhood and Primary Childhood Education (ECPE 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201112.038.

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Imron, Ali, Bambang Budi Wiyono, Syamsul Hadi, Imam Gunawan, Asghar Abbas, Bagus Rachmad Saputra i Dyas Bintang Perdana. "Teacher Professional Development to Increase Teacher Commitment in the Era of the Asean Economic Community". W 2nd Early Childhood and Primary Childhood Education (ECPE 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201112.059.

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Arifin, Imron, Juharyanto, Maulana Amirul Adha, Pramono, Abd Mu’id Aris Sofa i Lidya Amalia Rahmania. "Principal’s Role in Strengthening Teacher Self-Efficacy (TSE) and Collective Teacher Efficacy (CTE) in Remote Areas". W 2nd Early Childhood and Primary Childhood Education (ECPE 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201112.041.

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Tudor, Sofia-Loredana. "Study on the Training Needs of Teaching Staff to Provide Quality Early Childhood Education Services". W ATEE 2020 - Winter Conference. Teacher Education for Promoting Well-Being in School. LUMEN Publishing, 2021. http://dx.doi.org/10.18662/lumproc/atee2020/36.

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Early child development is related to early education, health, nutrition, and psychosocial development; therefore, the holistic concept of early approach combines elements from the area of stimulation of the child, health, nutrition, speech therapy, psychological counselling, physical development support, etc. The need for the development of integrated early education services and their extension to the area of 0-3 years are priorities of the European strategies assumed through a complex of educational policy measures, having as a priority the development of quality early education services for the benefit of all prerequisites for lowering the schooling rate (Strategy for early childhood education, Strategy for parental education, Strategy for reducing early school leaving in Romania, Study on the evaluation of public policies in the field of early childhood education - Saber Early Childhood). In this context of the development of early childhood education, numerous inequalities are identified in the implementation of European and national strategies and programs in the development of early childhood education services, supported by economic, political, social factors, etc. In order to make them compatible at European level, we consider it necessary to support training and development programs for staff providing educational services in early childhood education institutions. The purpose of this study is to acknowledge the opinion of the bodies with attributions in the pre-kindergarten and preschool education in Romania, as well as of the civil society and public opinion, as a prerequisite for identifying school policy measures and developing programs for training the teaching staff so as to be able to provide educational services in early childhood education (representatives responsible for early childhood education in school inspectorates and Houses of the Teaching Staff, teaching staff in preschool educational institutions, representatives of the Ministry of Labour and Social Protection, representatives of the Social Assistance Directorate, managers of nursery schools, representatives of NGOs and other categories of organizations with experience in the field, parents and interested representatives of the civil society and public opinion). The present study is a qualitative research based on the focus-group method, but also a quantitative research by using the questionnaire-based survey, being carried out on a representative sample of 100 persons (2 focus-group of 25 persons, respectively 50 persons involved in the survey-based questionnaire). The conclusions of this study highlight the need to restructure the system of early childhood education in Romania through interventions at the legislative level and ensure a unitary system of policy and intervention in early childhood education. Also, we believe it is imperative to reorganize the training system of the human resource, by developing complementary competences of the teaching staff, adapted to the training needs of the early childhood population, ensuring a valuable inclusive and integrated intervention.

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Pupala, Branislav. "Europe's Twists and Turns in Teacher Education". W International Conference of Early Childhood Education (ICECE 2017). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/icece-17.2018.21.

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Rosyid, Ainur. "Motivations to be School Teacher: an Examination of Student Teachers' Reasons". W 3rd International Conference on Early Childhood Education (ICECE 2016). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/icece-16.2017.5.

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Kim, Kyungchul, Youngsik Kang i Minjung Kang. "Development and Validation of Early Childhood Teacher Competencies". W Education 2016. Science & Engineering Research Support soCiety, 2016. http://dx.doi.org/10.14257/astl.2016.127.58.

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Bhayangkara, Athalla Nauval, Wildan Hafizh Ahmadi, Dandy Bayu Firdaus, Dedi Prestiadi i Raden Bambang Sumarsono. "The Role of Instructional Leadership Through Kurt Lewin Model in Improving the Teacher Capability". W 2nd Early Childhood and Primary Childhood Education (ECPE 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201112.054.

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Bakhtiar, Syahrial, i Ruri Famelia. "Institute Role of Teachers' Education in Improving the Standard of Development Achievement Rate and Standard of Teacher and Education Personnels of Early Childhood Education". W International Conference of Early Childhood Education (ICECE 2017). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/icece-17.2018.20.

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Bentri, Alwen. "Evaluation Input of Early Childhood Teacher Education Curriculum Faculty of Education Universitas Negeri Padang". W International Conference of Early Childhood Education (ICECE 2017). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/icece-17.2018.33.

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Raporty organizacyjne na temat "Teacher Education: Early Childhood"

Statman-Weil, Katie. The Interplay Between Early Childhood Education and Mental Health: How Students in an In-Service Early Childhood Teacher Education Program Experience Children with Mental Health and Behavioral Challenges in the Classroom. Portland State University Library, styczeń 2000. http://dx.doi.org/10.15760/etd.6522.

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Elango, Sneha, Jorge Luis García, James Heckman i Andrés Hojman. Early Childhood Education. Cambridge, MA: National Bureau of Economic Research, listopad 2015. http://dx.doi.org/10.3386/w21766.

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García, Jorge Luis, i James Heckman. Early Childhood Education and Life-cycle Health. Cambridge, MA: National Bureau of Economic Research, marzec 2020. http://dx.doi.org/10.3386/w26880.

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Carson, Jessica. Working Families’ Access to Early Childhood Education. University of New Hampshire Libraries, 2018. http://dx.doi.org/10.34051/p/2020.335.

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Tupper, Gail. Assessment: Authentic Strategies for Early Childhood Education. Portland State University Library, styczeń 2000. http://dx.doi.org/10.15760/etd.6449.

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Tofaris, Elizabeth, i Asadul Islam. Improving Early Childhood Education in Rural Bangladesh. REAL Centre, University of Cambridge and The Impact Initiative, sierpień 2020. http://dx.doi.org/10.35648/20.500.12413/11781/ii351.

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García, Jorge Luis, Frederik Bennhoff, Duncan Ermini Leaf i James Heckman. The Dynastic Benefits of Early Childhood Education. Cambridge, MA: National Bureau of Economic Research, lipiec 2021. http://dx.doi.org/10.3386/w29004.

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Bassok, Daphna, Thomas Dee i Scott Latham. The Effects of Accountability Incentives in Early Childhood Education. Cambridge, MA: National Bureau of Economic Research, wrzesień 2017. http://dx.doi.org/10.3386/w23859.

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Kearney, Melissa, i Phillip Levine. Early Childhood Education by MOOC: Lessons from Sesame Street. Cambridge, MA: National Bureau of Economic Research, czerwiec 2015. http://dx.doi.org/10.3386/w21229.

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Thompson, Deborah. Portfolios as developmentally appropriate assessment in early childhood education. Portland State University Library, styczeń 2000. http://dx.doi.org/10.15760/etd.6176.

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