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Dissertations / Theses on the topic 'Early childhood teachers'

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Published: 4 June 2021

Last updated: 25 July 2025

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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<br>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 compe

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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<br>perceptions about their roles in the development of self-discipline in children. In order to specify this aim, the research question which asked &ldquo<br>How do early childhood teachers perceive their role in the development of self-discipline?&rdquo<br>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 a

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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

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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

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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.<br>Thesis (MPhil)--Macquarie University (Australian Centre for Educational Studies, Institute of Early Childhood), 2007.<br>Bibliography: p. 199-227.<br>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 cont

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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 purposi

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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 soc

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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 s

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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.<br>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 tradi

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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.<br>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 kn

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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. Ac

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29

Isbell, Rebecca, and 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.<br>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.<br>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.<br>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, and 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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Broderick, Jane Tingle, Narges Sareh, and 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, and 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 highli

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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 prep

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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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38

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 e

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39

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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<p> 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)

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40

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/

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41

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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<p> 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 perspec

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42

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 d

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43

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.<br>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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44

Evanshen, Pamela A., E. Rubayyi, T. Ahmed, 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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45

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 p

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46

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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47

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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<p> 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 th

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48

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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49

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

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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 co

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