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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.
Повний текст джерелаАнотація:
The purpose of this research study is to identify teachers&rsquoperceptions on the effectiveness of their teacher education programs in supporting their professional practices. The data to the study were gathered through semi-structured interviews with 17 in-service teachers working in public early childhood institutions in Ankara. The data were analyzed through the emerging codes and themes shaped by the research questions. The results indicated that the 1998 program the study intended to investigate was found to be relatively satisfying in terms of developing professional teach ing competencies. The major weakness was reported to be theory-oriented structure which did not allow for ample practice opportunities both in the courses and in the field experiences. Moreover, due to the infancy ages of the field, the contents of courses offered were perceived to be in line with the essentials of primary and elementary level which contradicts the necessities of early childhood teaching. The findings were further discussed and interpreted.
2
Jording, Cathy S. "Management Guide for Early Childhood Programs." TopSCHOLAR®, 1988. http://digitalcommons.wku.edu/theses/1723.
Повний текст джерелаАнотація:
Relying upon many years of experience as an early childhood educator and consultant, and utilizing examples of programs and forms during the past thirteen years while serving as the Director of Peace Lutheran Preschool/Kindergarten in Owensboro, Kentucky, and as a regional/national early childhood consultant. The author has proposed a manuscript whose purpose is to assist early childhood professionals in the development and implementation of quality, needs-appropriate preschool programs.
The eleven chapters are divided into seven areas of concern: program survey, development, purpose, regulation requirements, administration, financing, enrollment, curriculum and day-care. (Within each area are varied appropriate methods of implementation relating to specific outcomes of each desired program.) Curriculum is discussed with emphasis given to programs which are both age and developmentally appropriate for the early childhood area. Day-care materials are discussed in detail in the final chapter, although there are references throughout the manuscript that help explain overlaps in the two types of programs.
Since the entire manuscript is based on experiences of the author and was developed from working programs, materials are of a research basis, but they have also been used and tested. Therefore it will be useful to professionals in their existing or planned programs.
The author hopes the experiences within this manuscript prove invaluable to the novice in developing and implementing quality early childhood programs. This manuscript’s purpose is to assist those who dedicate their lives to meeting these needs of the young by providing a working guide for early childhood program development.
3
Whittaker, Sarah. "Program Evaluation of Project Team and Project Prep, Preservice Interdisciplinary Early Childhood Training Programs." TopSCHOLAR®, 1998. http://digitalcommons.wku.edu/theses/325.
Повний текст джерелаАнотація:
A survey of graduates who participated in Project TEAM (School Psychology, Social Work, and Speech/Language Pathology) and Project PREP (Interdisciplinary Early Childhood Education) is presented. Graduates completed coursework, seminars and practica that emphasized knowledge and skills related to working with children in the birth through 5 age group and their families. The survey determined in which competencies graduates indicated they were best and least prepared by the program and which competencies were most and least applicable to their present careers. The survey also determined what teaming models the graduates are currently using and would prefer to use in their careers. Results indicated a general trend towards the interdisciplinary and trans-disciplinary teaming models as those that graduates would prefer to use. The survey also looked at the process of the programs (i.e., participating in seminars with various disciplines, participating in the practica as a team, taking courses with other disciplines, etc.) to determine whether or not participants benefited from the program's overall organization. Results indicated that graduates agreed with the program process.
4
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.
Повний текст джерелаАнотація:
Thesis (Ed. D.)--Illinois State University, 1993.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.
5
MacMillan-Harkins, Mary Jane. "Early childhood teacher education, examining the perceptions of graduates of three preservice programs." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/nq24744.pdf.
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6
Strout, Lisa J. "Philosophy within practice| Relationship between philosophical orientations and teaching styles of faculty in early childhood teacher preparation programs." Thesis, Capella University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=3746854.
Повний текст джерелаАнотація:
This causal-comparative research study identified the individual adult education philosophical orientations and teaching style preferences of early childhood education faculty members. It also examined the relationship between the educational philosophies, teaching style preferences, and the following demographics: gender, age, academic rank, years of teaching experience, and terminal degree. In addition, this study examined the relationship between theory and practice based on the Principle of Congruity. The concept of adult education philosophical orientations was identified and measured by Zinn’s (2007) Philosophy of Adult Education Inventory (PAEI); the concept of teaching styles was identified and measured by Conti’s (1982) Principles of Adult Learning Scale (PALS); and the Principle of Congruity was identified by Katz (1977). The target population included all higher education faculty members teaching in early childhood teacher preparation programs in college and university settings located in the Northern New England states of Maine, Massachusetts, New Hampshire, and Vermont during the 2015 Winter/Spring semester. Purposive sampling was employed and a total of 45 faculty members completed the online survey. The majority (55.6%) of faculty members reported their primary educational philosophy of adult education was progressive, followed by 17.8% identifying with the behavioral orientation. The results also indicated that 62% of the faculty members had an adult educational philosophy that was congruent with their respective teaching style and of the sample (N=45), 57.8% faculty members identified with a learner-centered preference and 42.2% faculty members identified with the teacher-centered approach. Further, the results indicated that 22 (49%) faculty members identified their educational philosophy (progressive, humanistic, and radical/critical) and teaching style preference (learner-centered) were congruent with the Principle of Congruity. Data was analyzed using the Pearson correlation coefficient and ANOVA. Findings suggested there were statistically significant relationships between several of the adult educational philosophies and the overall teaching style; between several philosophical orientations and various factors of the teaching style; as well as between two demographics (age and terminal degree) and various philosophical orientations and teaching style factors. Lastly, the research hypothesis could not be supported and the null hypothesis was retained because no statistically significant relationships were suggested between the progressive and humanistic higher education faculty members and the liberal, behavioral, and radical/critical faculty members in preferences of teaching style.
7
Connolly, Mary Ann. "Characteristics of quality and coherence in associate degree prekindergarten programs of early childhood teacher education." The Ohio State University, 2000. http://rave.ohiolink.edu/etdc/view?acc_num=osu1232549420.
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8
Jacobs, Patricia. "Graduates' Perceptions of an Early Childhood Education Teacher Training Program in Jamaica." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2733.
Повний текст джерелаАнотація:
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 changes in national educational policies, and how together these shifts may impact future processes at The Mico and at similar institutions in Jamaica. The study used theoretical frameworks of organization development and performance improvement. In-depth semi-structured interviews were the main source of data collection and were supported by thick description, memoing, reflexive journaling, and document review. Data analysis methods consisted of coding interview transcripts and identifying common themes. The results of the study indicated that the participants commended many of the program's underlying policies and operational practices, but they identified some challenges and areas of weakness. This study may be used as a backdrop to program development and policy initiation at The Mico and at other institutions in Jamaica and the Caribbean as it encapsulates a wide breadth of the lived experiences of the participants and examines key components such as curricula, pedagogy, and assessment. By strengthening their program offerings, The Mico and other teacher training institutions have the potential to improve performance and to contribute to sustainable national development.
9
Cox, Lashia. "Effectiveness of Early Childhood Programs on the Literacy Achievement of Kindergarten Children." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2400.
Повний текст джерелаАнотація:
Early childhood development programs enhance children's development of knowledge, skills, and processes. Despite efforts to improve early childhood education in the United States, poor student performance in early literacy and kindergarten achievement is still occurring, and questions remain unanswered about the utility of early childhood education programs. Drawing from the theory of constructivism, the purpose of this quantitative, quasi-experimental, retrospective study was to determine the effectiveness of early childhood programs on the literacy achievement of kindergarten children. The research question addressed the differences in literacy achievement of kindergarten children based on the early childhood programs they attended. Using repeated measures analysis of variance tests for 501 student test scores, no significant interaction effects existed between program participation and gains across time for prewriting (F [2, 998] = 0.87, p = .42), cognitive (F [2, 998] = 0.84, p = .43), or language (F [2, 998] = 1.26, p = .28). However, using the Pearson correlation coefficient, younger participants had significantly more gain from pretest to posttest for prewriting (r [499] = .14, p = .002) and cognitive (r [499] = .21, p = .001) but less gain for language (r [499] = .10, p = .03). Knowing that literacy achievement can be improved in an early childhood setting contributes to the knowledge base on the effects of early learning. Educators could benefit from these findings when implementing early childhood policies and adopting effective practices to help develop successful readers in kindergarten and beyond.
10
Fox, Lise, and Carol M. Trivette. "Reaching Potentials Through Recommended Practices: Supporting Programs in Implementing Evidence-based Practices to Promote Child Engagement in Learning Opportunities." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/4449.
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11
Powers, Renee Mimbs. "The Efficacy of a Vocabulary Acquisition Program in Young English Language Learners." ScholarWorks, 2010. https://scholarworks.waldenu.edu/dissertations/854.
Повний текст джерелаАнотація:
Teachers know that many nonnative English language learners (ELLs) have problems with successful negotiation of academic English vocabulary. The purpose of this study, working from a behavioralist perspective as espoused by Thorndike, Skinner, and Bandura, was to determine if a vocabulary program influenced word acquisition in first grade ELLs. The research questions focused on the degree to which the program affected the learner's vocabulary and helped to alleviate word poverty from among the 34 participants in the study. In this quantitative pretest -- posttest design, ELL students were exposed to 9 weeks of intense instruction. The vocabulary acquisition of ELL students in first grade at a K-5 elementary school was measured. Data were assessed statistically using paired samples t-tests. Results indicated a statistically significant improvement in ELL vocabulary. Implications for social change include providing information that can assist teachers and school districts in selecting effective vocabulary strategies for those at risk for low school performance.
12
Humble, Gabrielle. "Social Emotional Learning: Presence and Prevalence in Early Care and Education Programs and Effects on Teacher Self-Efficacy." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/honors/636.
Повний текст джерелаАнотація:
A large pool of reviewed literature and studies suggest that Social Emotional Learning (SEL) provides a multitude of developmental benefits to early childhood-aged children. The focus of this study was to assess whether SEL techniques were utilized within early care and education programs throughout the East Tennessee region and to investigate the relationship between SEL techniques and teacher self-efficacy. Sixteen early childhood teachers in the East Tennessee region completed a survey that gauged both their exposure and usage of SEL techniques in the classroom and their teacher self-efficacy. Findings showed that teachers primarily implemented self-studied SEL techniques in the classroom with the majority having not received any professional training. This project also found that teachers had high teacher self-efficacy, relating to their willingness and ability to efficiently implement SEL techniques. Results support the hypothesis that early childhood teachers are knowledgeable and capable of implementing SEL techniques within the classroom. However, a lack of professional training and direct SEL program implementation may affect the guarantee of efficiency and effectiveness within the implementation to students.
13
Pierre, Catina. "The Impact of a Nonpublic Schools Early Childhood Development Program on Readiness Achievement." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/189.
Повний текст джерелаАнотація:
Researchers recognize that if certain academic skills are not present upon entrance into formal schooling, literacy achievement can be affected. The impact of a local early childhood program on student school readiness was unknown at the study elementary school. The purpose of this quantitative study was to compare the academic readiness between kindergarten students who participated in the Nonpublic School Early Childhood Development Program and those who did not. The theoretical framework was based on Bruner's constructivist theory of scaffolding, which highlights the importance of providing support to students in the initial stages of learning. Early achievement data from a sample of 42 students at a rural elementary school were examined to compare the Stanford Early School Achievement Test scores between students who attended the early childhood program (n = 20) and those who did not (n = 22). Analysis of variance indicated no statistically significant differences in scores between the groups. The current study was limited by a small sample size, and it is recommended that additional studies be conducted with larger samples in order to explore any impact early childhood education programs might have on kindergarten readiness. This study contributes to positive social change by informing school stakeholders on the impact of their early childhood program on school readiness. These findings may prompt additional study and discourse on the specific dimensions of early childhood programs that might improve school readiness.
14
Schiff, Jamie Rzeznik. "Co-planning and Co-teaching in an Early Childhood Licensure Program." The Ohio State University, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=osu1437057902.
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15
Sermon, Tracy E. "A Case Study of Preservice Teachers in an Associate of Science Degree Early Childhood Teacher Education Program: Perceptions of Professional Preparation." DigitalCommons@USU, 2014. https://digitalcommons.usu.edu/etd/3850.
Повний текст джерелаАнотація:
The purpose of this study was to examine the perceptions of preservice students completing their associate’s degree (AS) in early childhood education (ECE). My intent was to discover, from the preservice teacher’s perspective, what skills and knowledge preservice students consider necessary to teach young children. I was also interested in how they viewed their professional preparation at the completion of their AS program.
The methods included participant interviews, documents and assignments completed by students, and program contextual data (faculty focus group and program documents). Seven themes were identified that represented the student’s perceptions of the skills and knowledge needed for working with young children (child development, learning environment, guidance, curriculum, teaching, assessment and experiences with children). All students reported the development of knowledge and skills through their participation in the ECE program. Each of these themes identified student support and belief in the philosophy of developmentally appropriate practices.
Three themes were identified that supported the overall perception of their professional development (reflection, National Association for the Education of Young Children [NAEYC] New Teacher Standards, becoming a professional). All preservice students identified development of professional skills, and reported increased confidence in their preparation to be early childhood classroom teachers. All identified NAEYC New Teacher Standards as part of their professional development and understanding.
This study provides the perspective of the AS degree seeking ECE preservice student. Little research is available on 2-year students. Further research in this area would aid in understanding and preparing teachers who are likely to work with the youngest in our society.
16
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.
Повний текст джерелаАнотація:
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 effects of participation in MASST on preschool educators and children.
17
Lovejoy, Cherrie. "Literacy Instruction in Three Preschool Programs: A Multiple Case Study." ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/1156.
Повний текст джерелаАнотація:
Many preschool students enter kindergarten without the oral language and phonetic awareness skills necessary for academic success. Qualitative research is also limited about the instructional practices preschool teachers use to improve the literacy skills of their students. The purpose of this study was to explore how teachers used developmentally appropriate instructional practices to improve the literacy skills of preschool students. The conceptual framework was based on the theories of Piaget and Vygotsky in relation to language development. A multiple case study research design was used. Participants included 6 teachers from 3 different preschool programs in an urban school district in the eastern United States. Data were collected from individual interviews with preschool teachers, observations of literacy instruction in classrooms, and related program documents. For the single case analysis, coding and category construction were used to analyze the interview data, and descriptive statistics were used to analyze the observation data. A content analysis was used to analyze the documents. For the cross case analysis, data were examined across all cases for emerging themes and discrepant data. A key finding was that preschool teachers used developmentally appropriate instruction to improve oral language, phonological awareness, and written expression and supported play through learning centers; however, limited teacher--child interaction was found in relation to quality of feedback and language modeling. This study contributes to positive social change by providing educators with a deeper understanding of the need to improve the literacy skills of young children.
18
Abbott, Frances S. "Views on the roles in early childhood education found in selected post-secondary diploma programs in the province of Newfoundland and Labrador." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape8/PQDD_0029/MQ47433.pdf.
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19
Young, Danielle Marie. "Program Evaluation of Behavior Management Training for Preschool Teachers: Teacher Outcomes." TopSCHOLAR®, 2014. http://digitalcommons.wku.edu/theses/1440.
Повний текст джерелаАнотація:
Teachers are required to manage difficult behaviors within their classrooms with limited support and resources. Additionally, there is not a lot of research that has been completed looking at teacher attitudes or how children’s behavior impacts them personally. The current study looks at teacher outcomes based upon an evidence-based teacher training program. The teacher training was implemented at the Western Kentucky Head Start. Teachers’ job stress and self-efficacy were measured before the training, after the training, in the fall, and in the spring. In addition, standardized observations were completed, looking at classroom climate and management, in the fall and spring following the training. There were no significant differences among Pretest, Post-test, fall, or spring data for measured job stress or self-efficacy. Based upon observation results, Positive Climate significantly increased from fall to spring and Concept Development significantly decreased. Teacher’s attitudes and perspectives are extremely important as they provide the general climate of the classroom. Continued research should be completed to assess teacher outcomes and how these outcomes impact the overfull functioning of the classroom and success of students.
20
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.
Повний текст джерелаАнотація:
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 learned across our studies.
21
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/.
Повний текст джерелаАнотація:
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 systematic process of development, analysis, and refinement of the questionnaire was done. The questionnaires were given randomly to American educators attending the 1996 National Association for the Education of Young Children (NAEYC) conference. A random Korean sample included early childhood educators listed in the Korean Association for Early Childhood Education Directory (1995-1996) and the Korean Association for Child Care Directory (1995-1996). All subjects were members of one of three groups: (a) teacher educators, (b) teachers, and (c) administrators/directors. The surveys found agreement between Korean and American early childhood educators on the importance of knowing the strengths of individual gifted children, the need to stimulate higher order thinking skills, the rights of gifted children to an appropriate education, a perception of more work for the teacher to add these options, and a feeling that gifted programs would be difficult because of the large number of children in classes. The teachers also agreed that it is not difficult to assess or identify gifted preschoolers and having programs for the gifted is not elitist, but that parents should have the main responsibility for meeting the needs of gifted preschoolers and that many gifted strategies are good for all children.
22
Perez, Salvador. "Teacher Perceptions of Head Start Preschool Programs in an Urban Public School." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4472.
Повний текст джерелаАнотація:
An initiative to coordinate early learning programs across a major city in the Midwestern United States was undertaken in 2013. The opinions of teachers regarding effects on instruction and children were not included in the development and implementation of the program. This omission is important because multiple scholars have pointed to the benefits and need of including stakeholders' perspectives in program development. The purpose of this study was to explore preschool teachers' experiences and perspectives of this initiative using a qualitative bounded instrumental case study design. Fullan's theory of educational change served as the framework of this study. Nine preschool teachers, who worked full-time in the Head Start-RTL initiative, volunteered to participate in individual semistructured interviews. Data were analyzed using open coding and thematic analysis. The findings revealed 3 themes: programs and services, initiative administration and processes, and initiative resources. Within each theme, participants identified benefits, challenges, and ideas for improvement, including increased administrative and financial support, streamlined processes, and freedom to individualize curriculum to meet the needs of a diverse student body. It is recommended that teachers' perspectives and their experiences with this initiative be used in planning and implementing changes needed to improve the current program. These endeavors by school district personnel may contribute to positive social change by reducing duplicated administration demands on preschool teachers, who, in turn, could devote more time to instruction and interaction with young children, resulting in improved quality of preschool services and positive outcomes for preschool children and their families.
23
Fore, Lisa Gaye. "The relationship among professional recommendations, certification standards and preservice program requirements in early childhood special education." W&M ScholarWorks, 1992. https://scholarworks.wm.edu/etd/1539618824.
Повний текст джерелаАнотація:
The purpose of this study was to investigate the relationship among competencies recommended by the Division for Early Childhood of the Council for Exceptional Children (DEC/CEC), state requirements for teacher certification, and college and university personnel preparation program requirements for educators working with children with disabilities from birth-5 years of age. The study included all 50 states and the District of Columbia. The groups of subjects interviewed by phone consisted of state Part H coordinators, department of education staff, and college and university professors from early childhood education (ECSE) programs.;Overall the results indicate an increase in the number of states requiring certification in early childhood special education and in the number of college and university preparation programs since the passage of P.L. 99-457 in 1986 and the 1991 Part B mandate for states to serve 3 year old children with disabilities. as the nation proceeds in implementing the preschool mandate and moves toward the fifth year of services of Part H for infants and toddlers with disabilities, this growth is crucial to the success of newly developed programs for the education of young children with disabilities. The number of states issuing certification to early childhood special educators has grown from 19 in 1989 (37%) to the 37 (71%) identified in this study. This indicates an increase of 18 additional states requiring certification.;This increase is also shown in college and university teacher preparation programs. Four states currently have no college or university teacher preparation programs in early childhood special education, while forty-seven states have one or more teacher preparation programs in ECSE. Thirty states have more than one preparation program.;Teacher preparation program requirements appear to be equally extensive as state certification regulations; however the correspondence between state certification requirements and college and university requirements appears to be low. The results of this study indicate that state requirements and college and university preparation program requirements appear to be focusing on different content but an equal number of courses and/or competencies. The overlap among state certification requirements, college and university requirements and the 15 DEC/CEC competency recommendations was only 3.4.
24
Meskil, Dawn M. "A Study of the Perceptions of Racial Equity in One Early Childhood Education Program." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etd/3151.
Повний текст джерелаАнотація:
Although public education in the United States has had remarkable growth and improvement since its beginning, significant inadequacies concerning racial equity continue to cast a shadow on the system. Despite desegregation efforts and specific attention to providing integrated school settings there has been little progress in establishing educational justice. The purpose of this case study was to uncover perceptions about racial inequity within Asheville City Schools as well as potential facilitators of equity. A qualitative case study using 10 guiding research questions was conducted to evaluate the perceptions of parents as well as educators at Asheville City Schools Preschool regarding racial inequities and potential facilitators of equity. Transcripts from a Racial Equity Photovoice Project were used to identify perceptions of the presence and the impact of racial inequity as well as assets of, barriers to, and potential facilitators of equity. Findings indicate parents and educators agree that barriers of racial equity include elements of negative societal influences, antiquated educational policies and procedures, inapt curricula and instruction, external systems that perpetuate biases, meager funding structures and poor home-school connections. Further, findings indicate parents and educators agree that diverse student bodies and faculties, culturally and social-emotionally relevant curricula and instruction, positive relationships between educators and children, and authentic 2-way communication are potential facilitators of racial equity. Overarching themes incorporate concerns related to resources, mandates, personal narratives, and relationships. This research adds to the literature related to racial equity and has implications for practice as well as future research.
25
Al-Yamani, Hala Ali. "The role of drama in initial teacher education : a study of drama's use in early childhood teacher education programmes at Bethlehem University, Palestine." Thesis, University of Exeter, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.408774.
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26
Shepley, Collin Niles. "Training Teachers in Inclusive Preschool Classrooms to Monitor Child Progress and Make Data-based Decisions through Direct Behavioral Observation." UKnowledge, 2019. https://uknowledge.uky.edu/edsrc_etds/71.
Повний текст джерелаАнотація:
Progress monitoring and data analysis are essential skills needed by classroom teachers within the implementation of multi-tiered systems of support for making data-based decisions about student progress and instruction. Within the early childhood MTSS research, consideration of teacher-collected progress monitoring data followed by data-based decision-making is rare. To provide teachers with a robust progress monitoring strategy, I trained preschool teachers of inclusive classrooms to use direct behavioral observations to collect data and inform their instruction.
The project experimentally evaluated teachers’ generalization of acquired behaviors within the context of a single-case research design. The project’s independent variable, teacher training, consisted of a video-based multimedia presentation and in-vivo feedback. The primary dependent variable was teachers’ implementation of teacher-directed behavior observation procedures. Results indicate that teacher training was effective for three teachers, as evidenced by teachers reaching criterion levels of performance across consecutive days and sessions. Data on the durations of teacher training activities indicate that an average of 21 minutes of in-vivo feedback was provided to the teachers throughout training. Social and ecological validity data suggest that teachers perceived the training activities to be relatively non-intrusiveness and that the target progress monitoring strategies were of value to the teachers. A functional relation was established between training and teachers’ implementation of direct behavioral observation procedures.
27
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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28
Williams, Melissa Lynn. "A Comparative Analysis of Meals Offered at Child Care Centers by Participation in a Child and Adult Care Food Program." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2774.
Повний текст джерелаАнотація:
Nearly 70% of preschool children in the United States are enrolled in child care facilities. This means that they eat many meals away from their homes. Despite government support for childhood nutrition through the Child and Adult Care Food Program (CACFP), research that measures the nutritional value of meals served in child care facilities has been lacking. The purpose of this quantitative study was to determine if there are differences in the calories and nutritional value of lunch meals offered to preschool children in facilities that participate in CACFP and in facilities that do not participate in CACFP. Ajzen's theory of planned behavior formed the theoretical foundation for this study. Two research questions addressed the nutrient and caloric content of lunches served in CACFP and non-CACFP facilities. An ex post facto quasi experimental design was used to compare 598 meals from existing monthly menus from a random sample of 30 child care facilities located in a state in the Southwestern United States. Using a MANOVA test, significantly greater amounts of proteins, fats, and calories were found in meals served by non-CACFP facilities. A comparison of actual menu items suggested that greater numbers of fatty foods were present in menus served at non-CACFP facilities. These results support literature that found childhood illnesses, like obesity and malnutrition, may stem from high-calorie meals that lack adequate nutrients. This study may contribute to positive social change by supporting nutrition oversight, such as that provided by the CACFP program; encouraging tighter state and local nutritional guidelines in child care; and focusing attention on the importance of everyday nutrition for all children attending child care facilities.
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Lange, Alissa A., and Q. Tian. "Effects of a Math and Science Library-Based Bilingual Program on Preschoolers, Their Families, and the Library." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/4684.
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Statman-Weil, Katie. "The Interplay Between Early Childhood Education and Mental Health: How Students in an In-Service Early Childhood Teacher Education Program Experience Children with Mental Health and Behavioral Challenges in the Classroom." PDXScholar, 2018. https://pdxscholar.library.pdx.edu/open_access_etds/4638.
Повний текст джерелаАнотація:
All early childhood educators who work with children between birth and six years of age are likely to encounter young children who experience behavioral and mental health challenges throughout their careers. Research demonstrates that educators can play a vital role in children's mental health and behavioral development. However, often early childhood educators do not believe they have the knowledge or tools to accurately identify and successfully handle the unique challenges that arise when working with children with behavioral and mental health issues.
Using an Anti-Oppressive Framework, this research study explores, through a qualitative case study design, how students in an in-service teacher education program experience children with mental health and behavioral issues in their classrooms. The following research question was used to guide this study: how do students in an in-service early childhood teacher education program think about, emotionally react to, and engage with children who express mental health issues and challenging behaviors in their classrooms?
This paper begins by discussing the prevalence and needs of children with mental health and behavioral issues in early childhood environments. It then synthesizes the relevant literature related to the phenomenon. Next, it describes and defends a study that offered opportunities for students in an in-service teacher education program to consider their beliefs, emotions, and actions concerning inclusive education. From the research findings, implications for practice are revealed, offering ideas to support teacher education programs in better preparing their students to work with all young learners. Lastly, ideas for future research are elucidated.
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Matthews, Elizabeth Nicole. "Analysis of an Early Intervention Reading Program for First Grade Students." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/396.
Повний текст джерелаАнотація:
Poor early literacy performance in public elementary schools has been a concern for many years. To that end, the purpose of this study was to examine an Early Intervention Program (EIP) in a public school. First grade students at the participating elementary school struggled with reading skills and were not meeting the grade standards of the local school district. In order to remedy this problem, the school implemented early support to provide struggling students with specific and targeted small group reading instruction. This quantitative program evaluation was intended to explore the effect of the EIP used at the participating elementary school on the reading levels of a convenience sample of 32 struggling first grade readers enrolled in the EIP. The Fountas and Pinnell benchmark reading scores of these students were analyzed using a chi square test to determine the effectiveness of the program. The beginning- and end-of-year benchmark scores showed that students who participated in the program for an entire school year demonstrated growth in their reading levels so that every student in the program was reading on or above grade level. Based on this research, an evaluation report was prepared and included recommendations for possible expansion of the program and teacher professional development focused on reading intervention. This research could help promote positive social change through teacher professional development and allow classroom teachers to receive targeted reading intervention training. These results from the study help to improve student achievement and foster a school environment that is data driven and student achievement centered to support student learning.
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Baron, Alexander Macomber. "From teacher-regulation to self-regulation in early childhood : an analysis of Tools of the Mind's curricular effects." Thesis, University of Oxford, 2017. https://ora.ox.ac.uk/objects/uuid:e58a6fcc-d737-44ae-a79c-67652d196099.
Повний текст джерелаАнотація:
The aim of my DPhil is to identify educational practices predictive of students' self-regulation development during early childhood. Specifically, I will analyze the Tools of the Mind preschool curriculum (Tools), which emphasizes students' self-regulation cultivation as its paramount aim. Since its development in 1993, Tools has spread to schools in the United States, Canada, and South America. In the face of Tools' proliferation, two questions emerge: does Tools significantly improve children's self-regulation skills? And, if so, then which of its effective elements could be applied across various educational contexts? This dissertation contains two studies. In the first, I will systematically review extant Tools research and then execute a multilevel meta-analysis of the quantitative results. Study one serves three purposes: 1) to identify all studies in the existing Tools evidence base, 2) to estimate an aggregate curricular effect, and 3) to determine how that effect varies across contexts and student characteristics. Thus, study one will assess whether Tools, at the curricular level, improves students' self-regulation. By contrast, study two will involve more granular analyses of the discrete learning activities that collectively comprise Tools. Specifically, study two will analyze child-level self-regulation and teacher-level Tools implementation data for 1145 preschool children in 80 classrooms across six American school districts. I will employ multilevel structural equation models to assess which Tools activities are associated with students' self-regulation growth, which are associated with decline, and which exhibit no association at all. Ultimately, this dissertation features the first Tools meta-analysis as well as the first analysis of specific Tools instructional activities. It is hoped that these analyses will identify educational practices predictive of self-regulation development both within and beyond the Tools curricular context.
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Reese, Milton Bernard. "Teacher Perspectives of the Implementation of the Journeys Early Literacy Program." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7067.
Повний текст джерелаАнотація:
A small rural school district in the southwestern part of the United States required teachers to provide highly effective literacy instruction by implementing an evidence-based reading program called Journeys. With consistently low reading achievement, it was unclear whether teachers were implementing Journeys as prescribed. The purpose of this qualitative case study was to explore teacher implementation of the Journeys program for students at an elementary school in the district. The theoretical framework used to guide the study was Clay’s emergent literacy theory. The conceptual framework included 5 strands of the Journeys reading curriculum, which was derived from Clay’s theory. A modified formative program evaluation case study was conducted. Nine teachers who had taught reading and 2 administrators who supervised reading teachers were purposefully selected for semistructured interviews. Coding and analysis of interview data indicated that more than half of the teachers were not implementing Journeys with fidelity. Themes that emerged from the interviews were; inconsistent understanding of evidence-based literacy instruction, lack of collaborative planning, teacher’s use of an alternate phonics-based resource, focus on technology integration, lack of teacher buy-in, and lack of teacher training in implementation of the Journeys program. Based on findings, a 3-day professional development training was developed to provide training in implementing Journeys’ underlying evidence-based strategies. In regard to social change, the study findings and project could assist school leaders in determining guidelines for the implementation of evidence-based reading curricula. The study findings and project could assist school leaders and teachers in effective implementation of Journeys and providing quality literacy instruction to enhance student learning in the district.
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Chatterjee, Piya. "Elusive Attitudes and Perceptions of Inclusion Of Dual Licensure Candidates in Early Childhood InclusiveTeacher Preparation Program." University of Akron / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=akron1594996633900818.
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Webb, Nichola Lucia. "The development of social–emotional skills in pre-primary children: A comparison of parent, teacher and combined coaching programs." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2019. https://ro.ecu.edu.au/theses/2213.
Повний текст джерелаАнотація:
The development of social–emotional skills is pivotal in generating positive outcomes for mental health and wellbeing throughout the childhood period and into later life (Hertzman, 2004; Moore, 2006; Sosna & Mastergeorge, 2005). While research has explored the effects of parent and teacher influences on young children’s social–emotional skills, most studies have either focussed on high-risk child populations, compared single influences with each other (e.g., parent versus teacher) or compared one combined group of influences with a control group. Few studies have directly compared the separate effects of parent, teacher and peer components to assess which are more successful in the development and maintenance of young children’s social–emotional skills. According to Ştefan and Miclea (2012), it remains an important priority for future research to determine the extent to which each intervention strategy adds information and is relevant for obtaining effects on behavioural skills for children.
The current study compares the separate and combined influences of parent and teacher emotion coaching practices on children’s social–emotional skills in their first year of compulsory schooling in Australia (the pre-primary year) within a low-risk, mainstream setting. This population was chosen due to limited studies focussing on the development of children’s social-emotional skills within this age band, risk status and setting. The aim was to determine the extent to which teacher, parent and combined (teacher and parent) groups as separate approaches influenced children’s social–emotional skill development in this first year of formal education. A control condition was used to measure normal developmental progression in these skills, thereby controlling for time and maturation. The study’s original contribution initially lay within its purpose-designed parent coaching program. This was developed for the study’s intervention phase and contained social–emotional skill activities specifically constructed for developing social-emotional skills with pre-primary children. Information was also included for parents in how to develop emotion coaching skills in this process. The program was designed as an at-home, individually-delivered, training guide for parents unable to commit to structured, group-delivery programs. The program focussed on developing age-appropriate core social-emotional skill elements of Emotion Knowledge (EK), Emotion Regulation (ER) and Emotion Expression (EX) as derived from Denham et al.’s (2003) construct of emotional competency, in a cumulative and progressive manner over time. It was successfully piloted with a small sample of children and parents who were not participants in the main study. The classroom program undertaken by teachers in the main study, utilised PATHS (Promoting Alternative Thinking Strategies) by Kusché and Greenberg (1994). As an additional contribution, the study employed a multi-focussed primary prevention approach, utilising a new presentation of separate and combined parent and teacher influences alongside a control group (i.e., parent group versus teacher group versus parent-plus-teacher group versus control group). The Devereux Student Strengths Assessment Mini instrument (DESSA-Mini) (LeBuffe, Shapiro & Naglieri, 2009) was also utilised as a standardised social emotional skill assessment measure, (not previously used in this manner), to determine skill progression for children over time.
The research took place within two Western Australian independent primary schools, focusing on low-risk, mainstream children in their first year of compulsory schooling (pre-primary children, n = 86). Research was conducted over a 15-month period, with nine months intervention and six months follow-up. Each child was assessed three times over the total research period by both parents and teachers at pre, post and follow-up time points. The quantitative results of the main study showed that teachers and parents rated social–emotional skills higher for children in the combined and teacher groups following the interventions. These outcomes are discussed in relation to the effects of school culture, personal, community and family-of-origin influences upon parents’ and teachers’ abilities to teach social–emotional skills to young children in this age group. While social-emotional skill gains were not sustained in any group at the six-month follow-up period, contrary to expectation, the combined group showed less decay in social–emotional ratings compared with others groups at the follow-up time point. This decline in ratings overall was attributed to a lack of skill practice and consolidation for children over the relatively short intervention period (nine months), leading to a lack of social–emotional skill endurance over time. Additionally, children’s exposure to new teaching styles, academic expectations and social challenges in their following new school year may have resulted in their uncertainty and therefore a regression of observable social–emotional skills as they adjusted. The overall impact of the combined teacher-plus-parent group approach on the development of social-emotional skills in the study was of significance and is discussed, together with the influence of home and school environments in the development of these skills for children.
The qualitative results showed that the majority of parents who completed the purpose-designed program at home were able to teach social–emotional skills to their children and were influenced in doing so by the social– emotional practices of their own family of origin. In particular, parents who developed positive parenting practices despite identifying with negative family-of-origin influences highlighted the importance of parents’ professional learning (e.g., emotion coaching training), together with parents’ abilities to shift their internal working models (i.e., mental representations for understanding the world, self and others). The research findings highlight the effectiveness of teaching social– emotional skills to pre-primary children in mainstream schooling, with the combined parent-plus-teacher approach proving most effective and enduring over time compared with other outlined approaches. However, longer intervention time frames are recommended. The findings also highlight the effectiveness of a home-based parent coaching program for individual delivery, focussed on developing social-emotional skills with mainstream, pre-primary children.
Findings from the study may also offer a path forward for policymakers in Australia to advocate for the mandatory inclusion of mental health programs in education for children in order to facilitate the development of early mental health practices. In particular, findings demonstrate that combined parent plus teacher approaches for social-emotional skill development are especially important from the first year of compulsory schooling and that benefits are maximised for children’s development through such pairings.
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Frizzell, Melanie. "The Identification of Variables and Factors Related to PreService Teacher Candidates' Passing a State Teacher Certification Examination at an HBCU." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 2014. http://digitalcommons.auctr.edu/cauetds/1.
Повний текст джерелаАнотація:
This study sought to examine the outcome of teacher education candidates’ performance on a state content exam. Seventeen participants from the class of 2012 were identified for the study of which 12 participants fully participated in the study.
This study utilized data collected from the participants through the Teacher Quality Enhancement Subcontract Grant Summer/Fall/Spring 2011-2012 Workshop Series held at the private HBCU. The research design used a QUAN- QUAL-QUAN to triangulate the data through three methods of data collection: GACE early childhood education (ECE) data, GACE ECE survey questionnaire and class of 2012 member interviews. The first QUAN correlations were run on the 17 participants. The survey instrument (qualitative and descriptive statistical constructs) was completed by 12 participants. The last QUAN correlations were run on the 12 participants who completed the survey instrument. Correlation analysis was used to determine if a significant relationship existed between the independent variables (Scholastic Aptitude Test (SAT), American College Testing (ACT), high school grade point average (HSGPA), grade point average prior to preservice teaching (GPAPST), cumulative grade point average (CGPA), number of failed attempts test # 001, number of failed attempts test # 002) and dependent variables (GACE ECE test # 001 pass or fail, GACE ECE test # 002 pass or fail, exam first time pass or fail). Descriptive statistical analyses were extrapolated from the selected Likert scaled items collected from the survey instrument to test selected research questions.
The findings from the survey items related to program quality for the participants’ mean was 3.05 (n =12) on a 1 to 5 Likert scale. The findings from the survey items related to motivation for the participants’ mean was 4.35 (n=12) on a 1 to 5 Likert scale. A limitation was the total participants that were available for the case study of majors for the degree in the class of 2012 (n = 17). Correlation analyses revealed a statistically significant relationship between first time pass or fail and number of failed attempts on #001; first time pass or fail and number of failed attempts on #002; test failures after first attempt on test #001 and SAT; test failures after first attempt on test #002 and SAT; program quality and GPAPST; first time pass or fail rate and perception of program quality. Recommendations for future studies include a concentrated study from public and private HBCUs and or minority serving institutions with teacher preparation programs enrolling more than 30 candidates of color in their graduating classes.
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Collins, Susan. "Multiyear student/teacher relationships and language development in children of Hawaiian descent at Kamehameha schools community based early childhood education program." ScholarWorks, 2010. https://scholarworks.waldenu.edu/dissertations/781.
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Although numerous studies have documented the connection between early language and academic achievement, there is much less information available about the effects of teacher/student relationships on language development. Based on Vygotsky's theory that all learning takes place in the context of relationships, this quasi-experimental study examined language scores for students in an early education classroom who stayed with the same teacher for 2 years compared with those in a classroom with two different teachers for each of the 2 years. Pre- and posttest scores on the Peabody Picture Vocabulary Test-III (PPVT-III) and language scores on the Developmental Indicators for the Assessment of Learning-3 (DIAL-3) were compared using an independent samples t test. Analysis of variance (ANOVA) was used to test for the effects of student gender, family income, maternal education, teacher education, and teacher years of experience. The results revealed no significant difference between the experimental and control groups. Future studies should include examination of possible associations between qualitative aspects of student/teacher relationships and language development. The current study contributes to social change by raising awareness of the importance of relationships in early childhood and by encouraging educators in the development of environments that most effectively support early language development for students from diverse cultural and linguistic backgrounds.
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Powell, Katherine L. "Basic Concepts in Early Education Programs for Children with Hearing Loss in Listening and Spoken Language Classrooms." DigitalCommons@USU, 2011. https://digitalcommons.usu.edu/etd/938.
Повний текст джерелаАнотація:
Mastery of basic concepts is an academic building block for preschool children in early education programs. Research shows that understanding basic concepts (e.g. top, under, fast, now, all, behind, full and short) is important for academic success and higher order thinking. Experts in the field of concept acquisition agree on six strategies for teaching basic concepts. These strategies include: using positive examples and negative examples, highlighting critical features of concepts through continuous conversion, isolating the concept, the order in which the examples are presented, and teaching generalization. This study investigated the extent to which nine preschool teachers of children with hearing loss used four of the six strategies (using examples, non examples, continuous conversion, and isolating the concept) during a 20-minute lesson in which a new basic concept was taught. Results indicated that teachers do well with using examples to teach basic concepts, but they lack sufficient use of the other three strategies for teaching basic concepts.
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Coley, Brenda. "The Effects of Public Prekindergarten Participation on Kindergarteners' Early Literacy and Reading Skills." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/537.
Повний текст джерелаАнотація:
High quality prekindergarten programs that provide students with core academic skills have been found to increase subsequent student reading achievement. However, students across the United States continue to show deficiencies in reading skills, a problem which may stem from a lack of participation in early childhood education. The study district offered a prekindergarten program, but the impact on later reading achievement was unknown. The purpose of this quantitative study was to examine the effects of a prekindergarten program on the subsequent reading skills of kindergarten students. The constructivist learning theories of Whitehurst, Lonigan, Piaget, and Vygotsky provided foundation. Research questions focused on the difference in early literacy skills between kindergarteners who attended the district's public prekindergarten program (n = 64) with students who did not participate (n = 64). Scores on the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) were compared using repeated measure analysis of variance at the beginning, middle, and end of the school year for those students who participated in a Pre-K program and those students who did not. Statistically significant findings revealed that participation in the public prekindergarten program yielded greater early literacy skills for kindergarteners when compared to those children who were not enrolled. The positive social change implications included providing local data on the reading achievement outcomes of students attending prekindergarten. The study findings will be useful to school administrators, teachers, and parents when making decisions on prekindergarten program availability and attendance.
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Safrina, Rien. "THE IMPLEMENTATION OF CULTURALLY RELEVANT PEDAGOGY THROUGH MUSIC EDUCATION COURSE: A SELF-STUDY IN PRE-SERVICE EARLY CHILDHOOD TEACHER EDUCATION PROGRAM IN INDONESIA." The Ohio State University, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=osu1385851709.
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Bohleber, Betty Jane. "Wisconsin's Quality Improvement Initiative for Childcare Programs: A Case Study." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1877.
Повний текст джерелаАнотація:
Wisconsin's Quality Rating and Improvement System (QRIS) was implemented in 2010 to improve quality of care for young children enrolled in childcare programs. Due to the recent initiation of the state's QRIS, empirical evidence on the effectiveness of the initiative to improve quality care for young children is limited. This qualitative case study explores childcare stakeholders' perceptions on the effectiveness of Wisconsin's QRIS as a quality improvement program. Bronfenbrenner theorized that exosystems such as state governments impact early childhood environments and the development of young children through initiation of programs. The research questions address the efficiency of the state's QRIS and the effects of the program on children, parents, and providers. Data sources included interviews exploring stakeholders' perceptions (n = 8), analysis of documents, and observations of childcare teachers (n = 2) for substantiation of effects. Using NVivo to aid in coding and theme development, the data showed that childcare stakeholders had positive and negative viewpoints on the expectations and effectiveness of the QRIS. Stakeholders acknowledged that the initiative enhanced the quality of programming for young children. Due to increased formal education requirements for caregivers and classroom expectations, the participants responded negatively about the effects of the QRIS on childcare staff. To improve the state's QRIS, stakeholders suggested that all state licensed childcare providers be mandated to participate, formal raters assess the quality in accredited and city certified childcare programs, and frequent communications between officials to eliminate misinformation. The recommendations may help the initiative operate more efficiently and effectively, thereby improving the quality in childcare programs and enhancing the development of young children.
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Harris, Heidi. "Parental Choice and Perceived Benefits of Reggio Emilia Inspired Programs." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5717.
Повний текст джерелаАнотація:
Despite credible research to support a constructivist-based approach in early childhood programs, policymakers continued to push for a more academic-based philosophy in an effort to reach standardized testing goals. Reggio Emilia, a constructivist-based early childhood philosophy that originated in Northern Italy, has been shown to be an excellent model to facilitate optimum learning in young children. The purpose of this phenomenological study was to investigate parental experiences when choosing the constructivist-based early childhood program, Reggio Emilia, for their children and to explore parents' perceived benefits after their children attended. A constructivist conceptual framework was used to provide context for the Reggio Emilia philosophy. A purposeful sampling strategy was used to select a Reggio Emilia inspired program, Foundations Early Learning Center, in the American Midwest. Five parents who had enrolled their children at Foundations Early Learning Center for a minimum of 6 months participated through in-depth interviews. Data were analyzed, categorized, and clustered into similar themes that described the phenomenon. Results indicated parents identified an overall satisfaction for choosing a Reggio Emilia experience for their preschool children. Ten perceived benefits from parents were identified that were associated with their children after they attended the Reggio Emilia inspired program. Findings of the current study have the potential to bring awareness to policymakers and early childhood program directors when making decisions on what type of educational philosophy to implement into early childhood programs with results favoring the choice of a constructivist-based Reggio Emilia inspired program over alternative options.
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Simões, Márcia Rigoldi. "O Programa de Educação Continuada. Formação Universitária (PEC) - Municípios e sua relação com alunos-professores de educação infantil." Universidade de São Paulo, 2010. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-20042010-160300/.
Повний текст джерелаАнотація:
Esta pesquisa tem como objetivo analisar o Programa de Educação Continuada Formação Universitária (PEC) Municípios - 2ª edição (2006-2008) e sua relação com alunos-professores de Educação Infantil participantes. Diante da complexidade desse Programa, que é uma das iniciativas empreendidas no Brasil, para certificar, no âmbito do ensino superior, milhares de professores de Educação Infantil, em serviço, das redes públicas de ensino, fez-se necessária uma delimitação no amplo universo a ser pesquisado, para aprofundamento sobre o tema. Optou-se, então, pelo Material Impresso de Educação Infantil do PEC-Municípios, porque esse material atua como eixo organizador das atividades propostas a alunos-professores e por trazer temas e assuntos relevantes referentes a esse nível de ensino. Além da análise do PEC-Municípios (origem, princípios, formato e atividades pedagógicas) e do seu Material Impresso de Educação Infantil (estruturação, temas e concepções), por meio de documentos oficiais, esta pesquisa avalia também como essa iniciativa foi apropriada por uma parte de seu público-alvo: os professores de Educação Infantil do polo de Catanduva, interior de São Paulo, participantes do Programa. Em outras palavras, foram analisados, sob a ótica dos próprios docentes, efeitos e/ou contribuições do PEC-Municípios, a partir de sua estrutura e de teorias acerca da Educação Infantil, sobretudo, em seus discursos e concepções pedagógicas. Para tanto, foram aplicados questionários a alunos-professores participantes do Programa. Os dados coletados por esse instrumento passaram pelo crivo da análise de conteúdo, segundo Bardin (1977), mais especificamente pela análise categorial. Pelos resultados, avaliou-se que o PEC-Municípios é um curso de formação de professores de Educação Infantil em serviço com princípios, formato, atividades e conteúdos inovadores, proporcionando sólida formação teórica e de qualidade, propiciando, segundo respostas dos próprios alunos-professores, participantes, reflexões, apropriações de conhecimentos, concepções e relações com a prática cotidiana, além de possibilitar outros processos formativos. O PEC-Municípios se apresenta, então, como um possível modelo para se repensarem antigos cursos de reciclagem e de capacitação, além de poder ser um programa de formação inicial de professores de Educação Infantil a ser incentivado e desenvolvido por outras instituições que se proponham também a serem realmente formadoras de profissionais da Educação Infantil, em um contexto que exige docentes bem qualificados e mais atuantes, para contribuírem com a sociedade em que vivem. Desse modo, os resultados positivos desta proposta de formação de professores de Educação Infantil não são receitas a serem seguidas, mas sim, um convite a refletir sobre as contribuições que ela trouxe e sobre o que ela pode ensinar sobre o tema, com vistas a contribuir para o fazer docente.This research aims to analyze the Continuing Education Program-University Education PEC-Cities 2nd edition (2006-2008) and its relation with Early Childhood Education student-teacher participants. Due to the complexity of this program, which is one of the undertaken initiatives in Brazil, to certify in higher education, thousands of in service teachers in Early Childhood Education from public schools, there was a need to limit the wide field to be searched so that the subject could be more deeply researched. We decided on the Early Childhood Education Printed Materials PEC-Cities for this material acts as the main thrust of the proposed activities for students-teachers and brings relevant issues and concerns related to this level of education. Besides the analysis of the program (origin, principles, format and teaching activities) and of its Early Childhood Education Printed Materials (structure, themes and concepts), by means of the access to official documents, this study also evaluates how this initiative was appropriate to a part of its target audience: teachers of the Early Childhood Education center in Catanduva, state of São Paulo, who took part in the program. In other words, effects and / or contributions from PEC-Cities were analyzed from the perspective of those documents, considering their structure and theories about Early Childhood Education, particularly those found in speeches and educational ideas. So as to achieve our aim, we applied questionnaires to students-teachers who were participating in the program. The data collected by the instrument had its content analysis tested according to Bardins (1977) category analysis. From the results, it was estimated that the PEC-Cities is a training course for Early Childhood Education teachers which is in accordance with its principles, format, activities and content, providing solid and quality theoretical orientation. It also provides students-teachers with subjects, thoughts, appropriation of knowledge, concepts and relation with daily practice, enabling further conceptual processes. Thus PEC-Cities presents itself as a feasible model to rethink old \'recycling\' and \'empowerment\' courses, and it can be an Early Childhood Education Program teachers training to be promoted and developed by other institutions which intend to form real good education professionals in a context that requires well-qualified and active teachers who are supposed to contribute to their society. As a conclusion, the positive results of this proposal for teacher training in Early Childhood Education are not recipes to be followed, but an invitation to reflect upon the contribution they have brought and what can be learned about the subject, aiming to effectively contribute towards the teaching activity.
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Conklin, Shane P. "Autism spectrum disorder in kindergarten and transitional kindergarten: Teachers' self-perceived ability to meet the needs of students transitioning from early intervention behavior therapy programs." Scholarly Commons, 2016. https://scholarlycommons.pacific.edu/uop_etds/39.
Повний текст джерелаАнотація:
This qualitative multiple case study addresses kindergarten teachers’ and transitional kindergarten teachers’ self-perceived abilities to meet the needs of students with autism spectrum disorder (ASD) who participate in early intervention behavior therapy (EIBT) programs. Systems thinking was used to examine the participants’ interactions with the school site-based and EIBT-based support systems within which they were expected to operate. Personal interviews conducted at three intervals during the first five months of the 2015-16 school year rendered three emergent themes: participants initially reported feeling more confident meeting the academic versus the social/behavioral needs of their EIBT students, but that position reversed for two participants during the course of the study; participants reported in-class support aides provided by EIBT agencies were superior to aides provided by their school districts, and; participants preferred having a single ‘go-to’ support person at their school site to having a robust, wide-ranging support system. Contains recommendations for establishing subsystems that foster inner- and intra-support system communication and raising ASD awareness.
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Keil, Valerie. "Impact of Childcare Center Programs on Reading Achievement of English Language Learner Students." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3614.
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Some children struggle to learn the academic skill of reading. Providing effective assistance to struggling students, especially to English Language Learners (ELLs), can be a challenge for teachers. The purpose of this study was to examine the impact of childcare programs on the reading achievement of ELLs in kindergarten and first grade. Vygotsky's sociocultural theory along with developmentally appropriate practices constituted the theoretical framework. The overarching research question examined differences in overall reading achievement of ELLs based on the completion of formal childcare programs. A causal-comparative design was used with a cluster sample drawn from a United States federal database of 3,214 ELLs divided into 2 groups: children who participated in formal childcare (FC) programs and those with no formal childcare (NFC). Four independent-samples t tests were performed to compare reading achievement of FC and NFC participants from the fall 2010 kindergarten class (FC n = 1,348, NFC n = 1,414), spring 2011 kindergarten class (FC n = 1,485, NFC n = 1621), fall 2011 first grade class (FC n = 650, NFC n = 698), and spring 2012 first grade class (FC n = 1,482, NFC n = 1,622). Using the Bonferonni method to reduce Type I errors due to familywise analyses, the a priori alpha level decreased to 0.0125. ELL students who participated in formal preschool childcare programs achieved higher scores in reading throughout kindergarten and first grade. Based on these findings, a project was developed for family childcare providers to use to facilitate literacy development. Positive social change may result from ensuring that more children begin kindergarten and first grade with a foundation of reading skills needed for ongoing learning and academic success.
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Flemmons, Susan L. "THE RELATIONSHIP BETWEEN PROGRAM QUALITY INDICATORS AND STUDENT ACHIEVEMENT IN A BRAIDED PREKINDERGARTEN PROGRAM." VCU Scholars Compass, 2016. http://scholarscompass.vcu.edu/etd/4581.
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The purpose of this study was to determine the relationship between prekindergarten classroom quality indicators and student achievement at the prekindergarten level. Pre-existing data on prekindergarten classroom quality measures and student achievement was utilized. Quality indicators were assessed using the Classroom Assessment Scoring System (CLASS) (Pianta, La Paro, & Hamre, 2008) and student achievement was measured by the end of year results on the Phonological Awareness Literacy Screening (PALS) (Invernizzi, Meier, Swank, & Juel, 2004) and the Bracken School Readiness Assessment end of year results (Bracken, 2007).
A quantitative ex post facto correlational research design was employed to identify relationships between program quality and student achievement among the prekindergarten classrooms. An ex post facto design was chosen because the circumstances of conducting the research did not allow for an experiment.
The classrooms in this study site were rated overall as high in quality. The findings indicate that quality in classrooms established by high scores in the Emotional Support and Classroom Organizational domains, paired with scores in the middle to high range in the Instructional Support domain have no statistical correlation between high achievement related to PALS and Bracken scores, with the exception of one subgroup. For students that receive Public Assistance, there was a statistical significance in their end results for PALS and Bracken, indicating a positive relationship between classroom quality and student achievement.
It is vitally important to develop prekindergarten programs that can be easily replicated. Replicating successful programs would save time, money, and effort. Practitioners can increase and standardize structural quality factors such as length of day, credentialing requirements of staff, and the maintenance of an organized system of in-service training and systematic curriculum oversight, while ensuring the presence of process quality, This focus will create prekindergarten programs that offer the most at risk students the highest quality possible.
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Ostrander, Lisette. "Integrating Social and Emotional Competencies into Instructional Activities in a Summer Enrichment Program." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2167.
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Educators involved in the teaching, learning, and assessment of social and emotional learning (SEL) competencies face challenges on how to integrate these competencies into instruction. Limited research has been conducted about how to integrate such SEL competencies into instructional practices, particularly in the context of a summer enrichment program. The purpose of this single case study was to explore how teachers and counselors at a summer enrichment program for preK-4 students integrated SEL competencies into instructional activities. The conceptual framework was based on core competencies and standards for quality program design that the Collaborative for Academic, Social, and Emotional Learning (CASEL) developed. Participants included 2 teachers and 2 camp counselors at a summer enrichment program located in a western state. Data were collected from individual interviews with participants, observations of activities that integrated these SEL competencies into instruction, and documents related to the summer program. Data analysis included coding and categorizing of interviews and observations and content analysis of documents to identify themes and discrepant data. Key findings were that the 5 core competencies were intentionally and systematically integrated into the instructional activities of the summer enrichment program as evidenced by program planning, curricular development, implementation of a variety of instructional strategies, and informal teacher and parent assessments. This study contributes to positive social change because students who have mastered these competencies may demonstrate fewer behavioral issues and form more positive interpersonal relationships, which may lead to improved academic achievement.
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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 understandings of social justice influence their pedagogical and practical knowledge with regard to preparing prospective teachers to work with children in Colombian early childhood settings. The inquiry was developed in three stages (an internet-based survey, focus groups and written accounts) and thirty teacher educators working in a university based pre-service early childhood teacher education programme, participated in the study. The findings showed that teacher educators’ views and understandings of social justice in early childhood teacher education were associated with global discourses of inclusion, child rights, equity and equal opportunities for All. These understandings were identified in explicit actions regarding equality, diversity and respect in early childhood education. The findings also showed that other views of social justice appeared to be embedded in local and particular understandings of equity and equality that revealed a dual perception of social justice manifested through implicit and silenced actions with regard to preparing prospective early childhood educators. These particular views which exposed intentions and sensitivity towards teaching for social justice revealed generative forces and synergies in the early childhood teacher education programme. Implications of this study suggest the influence of teacher educators’ views and understanding of social justice in their political, pedagogical and practical professional knowledge with regard to preparing early childhood educators to live on co-existence as ‘vivencialistas’ committed to be citizens in social justice working with children in early childhood settings.
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Verni, Domeiver Elias Santiago. "Egressos do programa parfor e profissionais das escolas em que atuam : olhares acerca da qualidade da educação infantil." Universidade Católica de Santos, 2016. http://biblioteca.unisantos.br:8181/handle/tede/2821.
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It is set in a research project of Observatory of Education of Coordination for the Improvement of Higher Level Staff (OBEDUC/CAPES), focused on the implementation of the National Plan for the Training of Basic Education Teachers (Parfor). It focuses on graduates of a course of Education subsidized by the program in pre-school schools where they work, their fellow teachers and school managers. The research is part of the third phase of this project and aims to contribute to studies on the possibilities of training policy of consolidation in schools, focusing on teachers' knowledge, graduates, teachers and administrators from the same school units concerning the quality of early childhood education. This study intends to highlight convergences with the potential to maintain and strengthen the training declared by graduates as forged in the completed course. It is understood that the convergences constitute as links to promote their consolidation. The study is based on literature about education quality in schools with emphasis on early childhood education. It also highlights the training of teachers at school and their work conditions. The research adopts a data integration approach, meeting documents and testimony during the investigation: observation, questionnaire applied to 24 Parfor graduates, teachers and their managers and interview with the managers of two municipal preschools. The results call for more concerns that have become knowledgeable about school, childhood, early childhood education, quality and quality in early childhood education. It risks some thoughts to contribute to improving the quality of early childhood education offered by both schools maintained by the Government: engage Parfor graduates and teachers in administrative, educational and social aspects of school; encourage and invest in the training of professional management and teachers; ensure moments of collective training (attendants and teachers), with discussions related to childhood and human rights; closer relationship between attendant and teacher; and speed reforms and implementation of educational policies that stimulate and develop the professionals who work with children in early childhood education.
Trata-se de pesquisa inserida em projeto do Observatório de Educação da Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (OBEDUC/CAPES), centrado na implantação do Plano Nacional de Formação dos Professores da Educação Básica (Parfor). Focaliza egressos de um curso de Pedagogia subsidiado pelo referido programa nas escolas de educação infantil em que atuam, bem como seus colegas professores e gestores escolares. A investigação integra a terceira fase desse projeto e tem como objetivo contribuir com estudos sobre as possibilidades de consolidação de política de formação nas escolas, enfocando a compreensão de professores-egressos e demais professores e gestores das mesmas unidades escolares a respeito de qualidade na educação infantil. Intenciona destacar convergências com potencial para manter e reforçar a formação declarada pelos egressos como forjada no curso concluído. Entende-se que as convergências constituem-se como laços passíveis de favorecer a sua consolidação. O estudo fundamenta-se em literatura sobre qualidade na educação escolar, com ênfase na educação infantil, destacando a formação de professores na escola e suas condições de trabalho. A pesquisa adota uma abordagem de integração dos dados, documentos e depoimentos reunidos no decorrer da investigação: observação, questionário aplicado a 24 egressos Parfor, professores e seus respectivos gestores, além de entrevista com os gestores de duas escolas municipais de educação infantil. Os resultados despertam para mais inquietações que se transformaram em conhecimento sobre escola, infância, educação infantil, qualidade e qualidade na educação infantil. Nesse sentido, arriscam-se algumas reflexões no sentido de contribuir para a melhoria da qualidade da educação infantil ofertada pelas duas escolas mantidas pelo Poder Público: envolver os egressos Parfor e os professores nos processos administrativos, pedagógicos e sociais da escola; incentivar e investir na capacitação dos profissionais de gestão e docentes; garantir momentos de formação coletiva (atendentes e professores), com discussões inerentes à infância e aos direitos humanos; estreitar a relação atendente e professor; e acelerar/agilizar as reformas e a implementação de políticas educacionais que estimulem e desenvolvam os profissionais que atuam com crianças na educação infantil.
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Tedesco, Maria F. "Concussion in School-aged Children: Evaluating the Effectiveness of an Online Concussion Training Program." University of Dayton / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1501166656935177.
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