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Dissertations / Theses on the topic 'Teacher Education: Early Childhood'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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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

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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3

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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4

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 ques

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5

Evanshen, 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.

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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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6

Broderick, 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.

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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

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7

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-ba

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8

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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9

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 doct

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10

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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11

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.

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12

Evanshen, 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.

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Designed for those who work in the field of early childhood teacher education. Serves as the spring conference for NAECTE. Explore the theme of Reflections on Research and Practice in Early Childhood Teacher Education through a keynote presentation, paper, and poster presentations, with time provided for dialogue amont participants.

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13

Evanshen, 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.

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Designed for those who work in the field of early childhood teacher education, this session serves as the spring conference for NAECTE. Explore the theme of leadership and global perspectives for early childhood teacher educators through a keynote presentation, paper and poster presentations, and dialogue among participants.

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14

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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15

Lombardi-Davis, Christina. "Early Childhood Teacher Perspectives Regarding Preparedness to Teach Children Experiencing Trauma." ScholarWorks, 2020. https://scholarworks.waldenu.edu/dissertations/7937.

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In the United States, approximately 26% of children will witness or experience a traumatic event before they turn 4 years old. Therefore, teachers must be prepared to meet the individual needs of children who exhibit symptoms of trauma. However, there is a gap in research regarding teachers' perspectives about how teacher preparation experiences influence teaching strategies and the creation of supportive environments for preschool children who have experienced trauma. Using Bandura's theory of self-efficacy, the purpose of this basic qualitative study was to explore how teachers' perspectives

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16

Facun-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.

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17

Facun-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.

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18

Billheimer, 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.

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This study examined the degree of perceived teacher self-efficacy between early childhood preservice teachers and elementary education pre-service teachers. There were 88 participants: 44 elementary education pre-service teachers and 40 early childhood pre-service teachers. Participants were mostly white, female pre-service teachers enrolled at East Tennessee State University. Using Bandura's 30-item "Teacher Self-Efficacy Scale" pre-service teachers rated their perceived self-efficacy on 7 subscales: decision-making, influence on school resources, instructional efficacy, disciplinary efficacy

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19

Allen, 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.

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Dissertation (Ph.D.)--University of Toledo, 2008.<br>Typescript. "Submitted as partial fulfillment of the requirements for the Doctor of Philosophy Degree in Foundations of Education, Educational Psychology." Bibliography: leaves 85-101.

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20

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.

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21

Espinosa, Jessica Fernandez. "Journey of a novice kindergarten teacher." Thesis, BARRY UNIVERSITY, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3589606.

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<p> Teacher 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).</p><p> By using a narrative inquiry methodolo

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22

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.

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23

McClain, 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.

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24

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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25

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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26

Meier, Catherine Meier. "Online Facilitation of Early Childhood Education Preservice Teacher Field Experiences." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3461.

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Researchers have determined that field experience is crucial in education preparation programs, yet little information is available about field experience within online early childhood education (ECE) programs. Educators who work in online ECE programs need to understand how to facilitate field experience effectively. The purpose of this qualitative interview study was to understand the processes, procedures, and experiences of instructors who facilitate preservice teachers' field experience in online ECE programs. A constructivist framework was used to examine facilitation practices. Nine ins

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27

McCannell, 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.

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This thesis set out with the research question, “How are relationships framed, valued, taught and assessed by early childhood educator program instructors in British Columbia?” I conducted six group interviews and five individual interviews with instructors and directors, respectively, at public and private institutions around British Columbia. Using narrative analysis, I constructed a composite instructor character and a composite student instructor character and, using Ollerenshaw and Creswell’s (2002) problem-solution strategy, analyzed the characters during a chronological school year to i

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28

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.

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29

Al-Lawati, Fatma Anwar Khamis. "Parent and Teacher Expectations for Early Childhood Education in Oman." DigitalCommons@USU, 1999. https://digitalcommons.usu.edu/etd/2534.

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The purpose of this study was to examine parent and teacher expectations for early childhood educational programs in Muscat, the capital city of Oman. Questionnaires were distributed in three private schools in Muscat; these schools differed from one another in terms of their socioeconomic (SES) levels. Parent and teacher expectations were assessed, as reflected in their educational levels and socioeconomic status, in jobs and income level, and by the c hi !d 's level in kindergarten. Participants were 95 mothers, 52 fathers, and 13 teachers of children age 3.5 to 5.5. Results indicated that t

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Malkus, 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.

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31

Gloeckler, 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.

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Employing a quasi-experimental design, this pilot study on teacher practices with toddlers during social conflicts was conducted in the southeastern USA. Four child-care classrooms, teachers (n = 8) and children (n = 51) were assessed with the Classroom Assessment Scoring System – Toddler [CLASS-Toddler; La Paro, K., Hamre, B. K., & Pianta, R. C. (2011). Classroom Assessment Scoring System – Toddler (CLASS). Baltimore, MD: Brookes], an author-developed problem-solving measure, a measure of child temperament and teacher interviews. Teachers in intervention classrooms were provided professional

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32

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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33

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.

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34

Kraemer, 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.

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<p> Three 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

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35

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.

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36

Gann, 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.

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37

Sharp, L. Kathryn. "Improving Teacher Preparation Through Data Sources." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/4253.

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38

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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39

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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40

Belcher, Kimberlee A. "Policy reservations| Early childhood workforce registries and alternative pedagogy teacher preparation." Thesis, Indiana University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3732804.

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<p> Due 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 obt

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41

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.

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Research highlights the critical interrelationship between the literacy events, routines and practices parents embrace in their home settings, the literacy practices of the early childhood settings and the teaching of reading at schools. In this study, I explored the understandings that two teachers and two groups of parents of young children had about literacy, as it was interwoven into centre practice. In addition to this I reviewed the partnerships that existed between the home and centre settings, particularly the aspects that related to literacy learning and how this was linked with the c

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42

Holley, 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.

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<p> Time 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 we

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43

Jacobs, Patricia. "Graduates' Perceptions of an Early Childhood Education Teacher Training Program in Jamaica." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2733.

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Teacher training institutions in Jamaica have been introducing, developing, and revamping undergraduate degree programs. There is, however, little evaluation of these efforts. The purpose of this phenomenological study was to examine The Mico University College's early childhood education undergraduate degree program by exploring the lived experiences of its graduates. The research questions elicited from the participants their views about how changes were being implemented in the program, and how they impacted the institution's development and improvement, how major policy shifts related to c

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44

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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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.

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White, Heather S. "Early Childhood Teacher Perspectives of Developmentally Appropriate use of Computer Applications." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/386.

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There is little evidence in the literature that early childhood (EC) teachers are using developmentally appropriate practices (DAP) in implementing computer applications in their classrooms. The purpose of this study was to identify EC teachers' perspectives about the use of developmentally appropriate computer applications and to identify their perspectives on strategies for implementing change toward greater use of developmentally appropriate computer applications. The study was based upon Joseph and Reigeluth's conceptual framework of systemic change processes, which provides educators with

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Hooper, Belinda. "Preparing Early Childhood Special Educators for Inclusive Practice." VCU Scholars Compass, 2011. http://scholarscompass.vcu.edu/etd/2380.

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The purpose of this study was to describe experienced practitioners’ beliefs about inclusion and their perceptions of what early childhood special education (ECSE) preservice teachers need to know and be able to do to effectively support early childhood inclusion. This study used a sequential explanatory mixed methods approach to describe the perceptions of ECSE practitioners currently participating in the Virginia Department of Education (VDOE) statewide initiative, Inclusive Placement Options for Preschoolers (IPOP). The study occurred in two stages: 1) a survey of ECSE IPOP planning team me

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48

Arnold-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.

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49

Facun-Granadozo, Ruth. "Reflective Thinking and Teacher Candidates’ Paradigm Shift." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/4329.

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50

Garrick, 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.

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Thesis (Ed. D.)--Illinois State University, 1993.<br>Title 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.

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