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Dissertations / Theses on the topic 'Teacher educators Early childhood education'

Author: Grafiati

Published: 4 June 2021

Last updated: 8 February 2022

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1

Evanshen, Pamela A., Angel Esum, Will Parnell, et al. "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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2

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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3

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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4

Evanshen, Pamela, Tracey Crowe, Angela Baum, et al. "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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5

Evanshen, Pamela A., Angela Baum, Will Parnell, et al. "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

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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7

Wilson, Amy. "A Study of Empathy and Teacher Self-Efficacy Among Preservice Early Childhood Educators." Digital Commons @ East Tennessee State University, 2020. https://dc.etsu.edu/etd/3701.

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The present study sought to examine empathy and teacher self-efficacy among preservice early childhood teachers. Participants were selected from two courses in East Tennessee State University’s early childhood education program. A total of 18 students from their second year of study and 33 students from their fourth year of study participated. This totaled to 51 participants (92.2 % white, 2% African American and 2% Native American; 96.1% female, 3.9% male). An online survey that contained three sections, background information, the Interpersonal Reactivity Index, and the Teacher Sense of Effi

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8

Russo, Sharon. "Early childhood educators' attitudes to science and science education." Curtin University of Technology, Science and Mathematics Education Centre, 1999. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=12079.

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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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9

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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10

Thomas, Louise M. "Certainties and uncertainties : ethics and professional identities of early childhood educators." Queensland University of Technology, 2009. http://eprints.qut.edu.au/27648/.

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This study is an inquiry into the professional identity constructions of early childhood educators, where identity is conceptualised as social and contextual. Through a genealogical analysis of narratives of four Queensland early childhood teachers, the thesis renders as problematic universal and fixed notions of what it is to be an early childhood professional. The data are the four teachers’ professional life history narratives recounted through a series of conversational interviews with each participant. As they spoke about professionalism and ethics, these teachers struggled to locate t

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11

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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12

Porter, Nicole Denise. "Early Childhood Teacher Educators Perception of Their Own Critical Reflection on Race, Ethnicity, and Culture." Scholarly Commons, 2019. https://scholarlycommons.pacific.edu/uop_etds/3588.

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This study examined three tenured early childhood teacher educators from Northern California community colleges on how they valued critical reflection on race, ethnicity, and culture. A narrative inquiry study was conducted to gather information based on in-depth conversational interviews. A timeline identified key experiences, both personal and professional, as well as educational experiences from elementary through high school, undergraduate, graduate, and post-graduate if applicable. The data was collected from the conversational interviews and then analyzed using the transformative lear

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13

Lange, Alissa A., and Hebbah El-Moslimany. "Early Childhood STEM Professional Development to Improve Outcomes for Educators and Children." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/4191.

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14

Miller, Leah Fowlkes. "The Impact of Child Teacher Relationship Training for Early Childhood Educators: The Role of the Relationship." Thesis, University of North Texas, 2019. https://digital.library.unt.edu/ark:/67531/metadc1538685/.

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In this qualitative study, I explored the lived experiences of eight early childhood educators implementing a play-based teacher professional development intervention, child teacher relationship training (CTRT), in an affluent Christian based preschool. Through the building of relationships, CTRT provided the teachers a person-centered approach to develop skills to establish relationships and to attend to the intentional emotional and relational development of young children. The research questions addressed the impact on teachers with children exhibiting challenging behaviors utilizing CTRT

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15

Cox, Laura V. "Training Early Childhood Educators to Identify Behavior Function and Select Function-Matched Interventions." DigitalCommons@USU, 2016. https://digitalcommons.usu.edu/etd/5070.

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Prior researchers have shown that school-aged staff can identify behavior function and function-matched interventions following training. Limited research has been done with preschool staff on the process of identifying function of behavior and selecting function-matched interventions to decrease problem behavior. A multiple baseline across participants’ design was used to measure preschool teachers’ accuracy of identification of behavior function and function-matched interventions. Participants analyzed descriptive data to identify function of behavior and select function-matched intervention

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Taylor, Brigid S. "SCORING RELIABILITY BY EARLY CHILDHOOD EDUCATORS ON A CURRICULUM BASED ASSESSMENT." UKnowledge, 2018. https://uknowledge.uky.edu/edsrc_etds/64.

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The purpose of this study was to investigate if early childhood educators could reliably score items using a new scoring system for the Assessment, Evaluation, and Programming System for Infants and Children (AEPS; Bricker, 2002). The participants were university students completing their certification in Interdisciplinary Early Childhood Education (IECE) at the University of Kentucky (UK). The six participants completed training on implementing the AEPS and administered the AEPS to measure child outcomes. The results of this study validated the new scoring system for the AEPS by illustrating

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17

Eberly, John Edward. "Community College Developmental Education Services: Perspectives of Spanish-Speaking Latino Early Childhood Educators." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/260.

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The purpose of this single case study was to understand the perceptions of Latino Spanish-speaking English learners on the efficacy of developmental education services at a western United States community college. The conceptual frameworks used in the investigation included critical theory related to human emancipation, social learning theory aligned to second language acquisition, and contemporary adult learning theories. The goal of the investigation was to understand how students used and perceived the developmental education services to transition from Spanish language instruction to Engli

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18

Broderick, Jane Tingle, and K. Ratliff. "The Art of Being: Relating Our Creativity to Our Practices with Our Selves, Children, and Teacher Educators." Digital Commons @ East Tennessee State University, 2008. https://dc.etsu.edu/etsu-works/4220.

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19

Bertram, Anthony Douglas. "Effective early childhood educators : developing a methodology for improvement." Thesis, Coventry University, 1996. http://curve.coventry.ac.uk/open/items/ae2a0bef-f3bf-1f7e-e50e-35a49ca6bccf/1.

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This research was embedded in the Effective Early Learning (EEL) Project (Pascal et al., 1995), a national evaluatory and development programme looking at the quality of learning experiences for 3 and 4 year olds in the varied range of settings which typify United Kingdom provision. It was, however, a separate and discrete study focused on the effectiveness of the adult, whatever her level of training, as an educator. It was a 'real world', inclusionary, interpretive, research enquiry using qualitative and quantitative paradigms. The purpose of this study was to develop and implement a methodo

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20

Anderson, Ingrid Mari. "Early Childhood Educators' Perception of Oregon's Professional Development System: A Hermeneutic Phenomenological Study." PDXScholar, 2014. http://pdxscholar.library.pdx.edu/open_access_etds/2080.

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Since 2011, the state of Oregon has embarked on a comprehensive educational policy change to create a unified birth to twenty educational system. As part of the birth to age five early childhood and family investment strategy, mandated participation in Oregon professional development system is required for all early childhood educators working in Office of Child Care licensed programs. To date, research on early childhood educators' experience in professional development systems has focused primarily on experiences with regulatory systems. This hermeneutic phenomenological study explored how f

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21

Kay, Denise. "The influence of early childhood education teacher's beliefs on curriculum implementation and classroom practice." Diss., Columbia, Mo. : University of Missouri-Columbia, 2006. http://hdl.handle.net/10355/4487.

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Thesis (Ph. D.) University of Missouri-Columbia, 2006.<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 August 2, 2007) Includes bibliographical references.

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22

Campbell, LInda LaSalle. "Technology and its Implications for Early Childhood Educators: Considering the Microcomputer in the Kindergarten." UNF Digital Commons, 1985. http://digitalcommons.unf.edu/etd/707.

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Kindergarten teachers can effectively and sensitively integrate the microcomputer into a curriculum which strives to meet the needs of the total child. This study indicates, through a review of professional journals and current books on the microcomputer in education, the need for technological skills. It demonstrates the presence of microcomputers in today's schools, even in the early years. Uses of the microcomputer in the kindergarten classroom are presented for consideration. Recommendations are included which call for informed and caring teachers to use the microcomputer to meet the socia

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23

Roberts-Schneider, Michelle Renee. "How Educators Use Dogs to Support Children's Social, Emotional, and Behavioral Development." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2757.

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Children's undeveloped social, emotional, and behavioral skills have long been a concern in early childhood classrooms. Numerous studies have illuminated how therapy dogs in pedagogical settings support children's holistic development, yet there is scant data on the integration of therapy dogs into the early childhood classroom. This study was guided by the progressive education theory and the concept of the human-animal bond, which collectively lay the foundation for how young children develop critical life skills in the presence of a therapy dog. A qualitative collective case study was used

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24

Facun-Granadozo, Ruth. "Developing Mastery in Phonemic Awareness, Phonics, and Morphemic Awareness: A Multiple Case Study of Preservice Early Childhood Educators." Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etd/2446.

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The purpose of this study was to explore the experiences and perceptions of early childhood preservice teachers in a southeastern university as they worked for mastery of phonemic awareness, phonics, and morphemic awareness. Mastery was set at 90% accuracy in a series of tests, which required them to perform different tasks related to the said concepts. One aim of the study was to investigate the preservice teachers’ description of their experiences as they worked for mastery of phonemic awareness, phonics, and morphemic awareness. Another aim was to examine how working for mastery of said con

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25

El-Moslimany, Hebbah, and Alissa A. Lange. "Expanding a Math and Science Library-Based Program to Reach Preschool Teachers and Children." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/4193.

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Math and Science Story Time (MASST) program is a library-based informal education program that aims to increase access to high-quality early science, technology, engineering, and mathematics (STEM) books, activities, and content for young children. We developed and piloted resources to expand MASST beyond a family engagement program by inviting preschools to participate in the program. The purpose was to connect the local library with preschool classrooms, provide resources for educators, and bridge the gap between formal and informal learning environments. The present study examines the effec

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26

Manwaring, Joanne Scandling. "High Stakes Play: Early Childhood Special Educators' Perspectives of Play in Pre-Kindergarten Classrooms." Scholar Commons, 2011. http://scholarcommons.usf.edu/etd/3732.

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This study examined Early Childhood Special Educators' perceptions of play as a developmentally appropriate practice in special education prekindergarten classrooms in one southeastern school district. Through purposeful sampling, eight prekindergarten special educators were identified because they held multiple teaching certifications and some held National Board certification. The participants had many years of experience in pre-kindergarten special education, and were professional development trainers, teacher mentors and or leaders in the prekindergarten special education community. These

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27

Willis, Elizabeth. "An Extended Validation and Analysis of the Early Childhood Educators' Knowledge of Self-Regulation Skills Questionnaire: A Two Phase Study." FIU Digital Commons, 2015. http://digitalcommons.fiu.edu/etd/2228.

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The Early Childhood Educators’ Knowledge of Self-Regulation Skills Questionnaire (ECESRQ) was devised to measure current teacher knowledge and implementation of pedagogical tools that enhance self-regulatory skills in the early childhood classroom. The purpose of the first phase of this study was to conduct test validation on the ECESRQ. The purpose of the second phase of this study was to (a) assess if teacher knowledge of self-regulation skills predicted teachers’ attitudes and beliefs in the classroom, and if (b) the results from the ECESRQ predicted knowledge of instruction of self-regulat

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Johnson-Ferguson, Melita Sutton. "Identifying Strategies of Culturally Relevant and Developmentally Appropriate Instructional Practices for African American Prekindergarten Children through Individualized Preservice and In-Service Professional Development for Early Childhood Administrators and Educators." Thesis, Pepperdine University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10746496.

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<p> The purpose of this qualitative research study was to explore how instructors became aware of culturally relevant teaching (CRT) and developmentally appropriate practices (DAP) that support African American students’ academic achievement. The Grounded Theory approach was used to uncover themes from the individual interviews of African American preschool directors, teachers, and assistant teachers of African American pre-kindergarten children in Los Angeles County. The interview questions identified the source of information for creating a culturally relevant and developmentally appro

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Phillips, Cara L. ""Appropriate" kindergarten instruction beliefs and practices of early childhood educators /." Oxford, Ohio : Miami University, 2004. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1091757691.

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Brown, Yolanda Seabrooks. "Early Childhood Educator Experiences Building Relationships with Families in Military-Connected Schools." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/1994.

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Early childhood educators working to establish and maintain productive parent-teacher relationships are essential to the success of school-community partnerships in military- connected schools. The purpose of this study was to seek understanding of what early childhood educators had experienced while working with military families. Epstein's model of school, family, and community partnerships provided the conceptual framework for this study. The questions that guided this case study were designed to explore how early childhood educators established and maintained relationships with military fa

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White, Amy Shakespeare. "Developing a Professional Early Childhood Educator Identity: The Experiences of Three Teachers." BYU ScholarsArchive, 2021. https://scholarsarchive.byu.edu/etd/9251.

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The purpose of this study was to better understand the impact experience and context have on the development of an early childhood education teacher professional identity. Using the Listening Guide (Gilligan et al. 2006), data were gathered and examined from interviews with three early childhood educators (ECE) currently teaching in a public school setting. Findings suggest that personal life experiences, teacher preparation, and career experience/contexts had a significant impact on the development of the teachers' professional identities. Examining when these early childhood educators commit

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El-Moslimany, Hebbah, Alissa A. Lange, and Kimberly Brenneman. "Designing a STEM Professional Development Program for Preschool Teachers, with Supports for DLLs." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/4192.

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SciMath-DLL is a preschool professional development (PD) model including STEM instructional offerings that aims to improve the quality of instruction for all children, including dual language learners (DLLs). The purpose of the PD model is to create practical and authentic STEM and DLL supports for early childhood educators, who are generally not well prepared to support STEM learning or to teach DLLs. The present study examines the iterative development process of our professional development model, in particular, what we learned during implementation, and changes we made to address what we l

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Fox, Liza. "How Waldorf early educators teach parents to parent their children during the first seven years." Thesis, California Institute of Integral Studies, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3712312.

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<p> This dissertation explores how Waldorf early childhood educators use the theories and practices embedded in Waldorf early childhood education (WECE), which are based on the psycho-spiritual-biological model of development developed by philosopher Rudolf Steiner, to help parents care for their children during their first 7 years. While there is a large body of writing on Waldorf early childhood theory and practice from within the Waldorf community, little has been written in scholarly and academic circles. Seeking to bridge this divide, 12 senior Waldorf early childhood educators who are ac

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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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35

Knight, Rhonda Talford. "Where does it Begin?: Advocacy for Elementary School Social Studies An Analysis of Early and Middle Childhood Teacher Educators in Ohio Colleges and Universities." The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1275419643.

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Israsena, Vasinee Morrison George S. "Thai teachers' beliefs about learner-centered education implications for Success for Life Thailand /." [Denton, Tex.] : University of North Texas, 2007. http://digital.library.unt.edu/permalink/meta-dc-3959.

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Davis, Travis J. "Effects of Child Development Associate Credential System 2.0 on Candidate Success Rates." Thesis, University of North Texas, 2015. https://digital.library.unt.edu/ark:/67531/metadc822791/.

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The purpose of this research was to identify the impact of process changes that have been made to the Child Development Associate (CDA) credential, which is a beginning early childhood teacher credential that focuses on competency based standards widely seen as necessary for early childhood teachers to possess. The process in which early childhood teachers receive their credential changed in 2013 with the implementation of CDA credential 2.0. Changes included taking a computerized exam and the implementation of a professional development specialist conducting an on-site classroom observation

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Omolo, Caroline Sophie. "An examination of early childhood educators' use of program policies designed to encourage father involvement." Laramie, Wyo. : University of Wyoming, 2008. http://proquest.umi.com/pqdweb?did=1663116551&sid=1&Fmt=2&clientId=18949&RQT=309&VName=PQD.

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Song, Kyu-Woon. "Attitudes of American and Korean Early Childhood Educators Regarding Programs for Gifted/Talented Young Children." Thesis, University of North Texas, 2001. https://digital.library.unt.edu/ark:/67531/metadc3029/.

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The purpose of this research was to study the attitudes of Korean and American early childhood educators concerning gifted children and programs aimed specifically at meeting their needs. The study examined general attitudes towards giftedness and gifted education programs and factors that might affect those attitudes. The study also examined desirable environments for young gifted children. Twenty-item questionnaires were developed and logically divided into six sections (identification, teacher environment, classroom environment, parent environment, educational rights, and program). A syste

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ChoflÃ¡, Shaun-Adrian. "Preschool Educators' Roles in Creating Supportive Spaces for Gender Exploration and Expression." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2145.

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Children begin to develop their understanding of gender in preschool, yet there is a dearth of research focused on understanding how preschool teachers affect the gender identity development of young children. Guided by Rokeach's belief systems theory, this qualitative case study explored the pedagogical strategies and perceptions of 4 Sacramento County, California preschool educators related to the gender identity development of young children. Interview data were collected and coded to derive 12 participant-specific themes and 3 common intersecting themes, which showed that teachers' perspec

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Fairfield, Robin. "Early Childhood Educators Teaching and Learning in Professional Learning Communities: A New Approach to Professional Development for Preschool Teachers in a Southern California School District." ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/928.

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Early childhood education teachers have been challenged with the demands for accountability in literacy and English language development, as well as kindergarten readiness skills of preschool children. Researchers have studied professional learning communities (PLCs) as a framework for professional development and student achievement. However, few have studied the effects of PLCs in preschool. The purpose of this qualitative case study was to explore how PLCs support preschool teachers in Head Start and other preschool programs. The research questions involved understanding teaching and learni

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Aldrich, Jennifer E. "To Include or not to Include: Early Childhood Preservice Educators' Beliefs, Attitudes, and Knowledge about Students with Disabilities." Thesis, University of North Texas, 2000. https://digital.library.unt.edu/ark:/67531/metadc2588/.

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The first purpose of this study was to develop and validate the Inventory of Opinions About Persons with Disabilities (IOPD). The IOPD was developed to collect preservice early childhood educatorsself-report data related to inclusion. A total of 332 participants enrolled in graduate programs in a college of education served as the validation sample. After validation and revision of the IOPD, the researcher used the instrument to investigate preservice early childhood educators beliefs, attitudes, and knowledge about students with disabilities and their inclusion in general education classroo

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Rubiano, Zornosaent Clara Ines. "Political pedagogy and practice : a case study on teacher educators' understanding towards teaching for social justice in a Colombian pre-service early childhood education programme." Thesis, University of Roehampton, 2017. https://pure.roehampton.ac.uk/portal/en/studentthesis/Political-pedagogy-and-practice(b0603805-3eef-4045-8f5f-fec345a14987).html.

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With the assumptions that we are all for social justice and that early childhood teacher education programmes need to take a stand on social justice and provide prospective teachers with the practical tools to work with children in early childhood settings, the author of this thesis conducted an instrumental case study aimed to illuminate a process of critical thinking towards conceptualising professional knowledge in teaching for social justice in pre-service early childhood teacher education in Colombia. The purpose of the research was to bring insights into how teacher educators’ views and

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Arikan, Arzu. "An interpretivist approach to understanding technology policy in education sociocultural differences between official tales of technology and local practices of early childhood educators /." Connect to resource, 2005. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1124288635.

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Thesis (Ph. D.)--Ohio State University, 2005.<br>Title from first page of PDF file. Document formatted into pages; contains xi, 296 p.; also includes graphics (some col.). Includes bibliographical references (p. 266-287). Available online via OhioLINK's ETD Center

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Correa-Cespedes, Blanca. "Authentic Servant-Leadership Exemplified by Early Childhood Educator David Lawrence Jr.: A Case Study." FIU Digital Commons, 2016. http://digitalcommons.fiu.edu/etd/2453.

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Advocacy and leadership style are essential concepts in education. This qualitative case study was undertaken to demonstrate how Robert K. Greenleaf’s servant-leadership framework could be a useful framework to adopt by educational leaders and child advocates. Servant-leadership identifies the needs of others as a primary goal of leadership. The study contributes to understanding the value of exemplary servant-leadership and advocacy in public education as demonstrated by David Lawrence Jr. The researcher addressed questions regarding how Lawrence embodies servant-leadership traits and explore

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Crouch, Rachel L. "PERCEPTION OF RURAL GENERAL EDUCATORS ON THE INCLUSION AND PARTICIPATION OF STUDENTS WITH SIGNIFICANT DISABILITIES." UKnowledge, 2019. https://uknowledge.uky.edu/edsrc_etds/79.

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The purpose of the study was to question rural general education teachers’ perceptions and attitudes on the inclusion of students with significant disabilities. The investigator surveyed rural general education teachers on their perceptions of what should be occurring in terms of inclusion and on what they saw as occurring in terms of inclusion of students with significant disabilities. The results yielded mixed perceptions and were generally positive in terms of the inclusion occurring within that school district.

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Peacock, Delicia Peacock. "Teacher Perceptions of the Effectiveness of Inclusion in Elementary Classroom Settings." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2373.

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Inclusion classrooms were introduced in the United States in 1990 when the Individuals with Disabilities Education Act required that special education students be instructed in a general education setting. Ensuing changes in instructional formats have caused role confusion for special and general education teachers, resulted in mixed attitudes toward teacher responsibilities, and lowered teachers' sense of efficacy about being able to teach their students. Guided by Deci and Ryan's self-determination theory, this bounded case study design in a rural elementary school in a southeastern state wa

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Israsena, Vasinee. "Thai Teachers' Beliefs about Learner-Centered Education: Implications for Success For Life Thailand." Thesis, University of North Texas, 2007. https://digital.library.unt.edu/ark:/67531/metadc3959/.

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The Thai government has strongly advocated for the learner-centered education for the past decade. Success For Life Thailand (SFLT), a brain-research-based early childhood education program blended with the theories of the developmentally appropriate practices and child-centered philosophies, has been implemented in Thailand for over 8 years. The purposes of the present study were to: (a) describe the current statuses of the Thai early childhood educators' learner-centered beliefs and practices, (b) identify if the SFLT training workshop affects teachers' learner-centered beliefs and practices

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Carter, Tracey Bennett. "How Self-Awareness, Motivation, and Empathy are Embedded and Modeled in Community College Preservice Early Educator Online Courses." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4429.

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Researchers have determined that early childhood (EC) educators need to have personal and social skills and competencies to address the emotional demands of the EC profession. Research is lacking regarding how preservice programs help prepare students emotionally for the EC profession and on whether online courses are a suitable environment for future EC teachers to learn these skills. The purpose of this study was to explore if and how personal and social emotional intelligence (EI) competencies were being embedded and modeled in community college preservice EC educator online courses. This q

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50

Keating, Jeannine Bridget. "Security in the workplace of the foundation phase educator : an education law perspective / Jeannine Bridget Keating." Thesis, North-West University, 2011. http://hdl.handle.net/10394/4697.

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The physical and psychological security of the Foundation Phase educator is currently a cause for concern. This situation is problematic, in that well–qualified and experienced educators will leave the profession if their security is compromised. In addition, prospective students will be reluctant to enter the profession as Foundation Phase educators if there is a possibility of insecurity in their future workplace. The aim of this research is therefore to investigate and establish the factors, both employment related as well as learner related, that contribute to this phenomenon. This inquiry

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