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Full-Text Articles in Education
Prekindergarten Educators' Perspectives On Professional Development About Transgender And Gender-Nonconforming Children, Danita Marie Norris Mccray
Prekindergarten Educators' Perspectives On Professional Development About Transgender And Gender-Nonconforming Children, Danita Marie Norris Mccray
Walden Dissertations and Doctoral Studies
Young children start to develop an understanding of gender and gender identity in prekindergarten. Early childhood educators require professional development in creating safe, supportive learning environments for transgender and gender nonconforming children. Limited research has focused on prekindergarten educators' knowledge, skills, and dispositions about supporting transgender and gender nonconforming children in their classrooms. Framed by Bronfenbrenner’s bioecological systems theory and Derman-Sparks antibias early childhood concepts, the purpose of this basic qualitative study with interviews was to explore prekindergarten educators' perspectives on professional development about transgender and gender nonconforming children. Data were collected using semistructured, in-depth interviews with 12 prekindergarten educators …
Prekindergarten Practitioners’ Perspectives Of The Creative Curriculum For At-Risk Students, Navine Fortune
Prekindergarten Practitioners’ Perspectives Of The Creative Curriculum For At-Risk Students, Navine Fortune
Walden Dissertations and Doctoral Studies
Investigators have addressed elementary practitioners’ perspectives concerning the concept of curriculum development and children’s learning; however, much less information is available on prekindergarten practitioners’ perspectives of curriculum for at-risk prekindergarten students. This basic qualitative study explored prekindergarten practitioners’ perspectives of self-efficacy, competence, and motivation in the implementation of The Creative Curriculum for Preschool Program with at-risk students in a southeastern state. The theories of constructivism and self-efficacy guided the conceptual framework for this study. The research questions focused on prekindergarten practitioners’ perspectives of self-efficacy, competency, and motivation during implementation of the curriculum. Data were collected using in-depth semistructured interviews with …
Prekindergarten Teachers' Perspectives Of Supporting The School Readiness Of English Language Learners, Shannon Rice
Prekindergarten Teachers' Perspectives Of Supporting The School Readiness Of English Language Learners, Shannon Rice
Walden Dissertations and Doctoral Studies
The problem examined in this study was that English language learners (ELLs) are not meeting readiness proficiency, which contributes to the growing learning gap between ELLs and their native English-speaking peers. The purpose of this qualitative study was to gain an understanding of prekindergarten teachers' perspectives about what is needed to increase their effectiveness in teaching ELLs. The conceptual framework for the study was Vygotsky's sociocultural theory. Prekindergarten teachers' perspectives were examined to understand how they assess, create goals, and monitor the learning progress of ELLs as well as how they can be further supported by colleagues and administration. Data …