Open Access. Powered by Scholars. Published by Universities.®
- Institution
-
- Walden University (39)
- Kansas State University Libraries (26)
- Rochester Institute of Technology (13)
- Bank Street College of Education (6)
- Eastern Illinois University (6)
-
- University of South Florida (5)
- Illinois Math and Science Academy (4)
- Sheridan College (3)
- University of Nebraska - Lincoln (3)
- Australian Council for Educational Research (ACER) (2)
- National Louis University (2)
- Portland State University (2)
- SUNY Buffalo State University (2)
- University of Wisconsin Milwaukee (2)
- West Chester University (2)
- California State University, San Bernardino (1)
- Claremont Colleges (1)
- Cleveland State University (1)
- Concordia University St. Paul (1)
- Edith Cowan University (1)
- Georgia State University (1)
- Lesley University (1)
- Minnesota State University Moorhead (1)
- Missouri State University (1)
- Seton Hall University (1)
- The University of San Francisco (1)
- University of Massachusetts Amherst (1)
- University of Northern Colorado (1)
- University of Rhode Island (1)
- University of Texas at El Paso (1)
- Keyword
-
- Early childhood education (14)
- Early Childhood Education (8)
- Early Childhood (7)
- Preschool (5)
- COVID-19 (4)
-
- Early learning (4)
- Education (4)
- Literacy (4)
- Perspectives (4)
- Blind (3)
- Child care (3)
- Early Childhood Engineering (3)
- Early Childhood Mathematics (3)
- Early Childhood STEM (3)
- Early Childhood Science (3)
- Educators (3)
- Elementary STEM (3)
- Head Start (3)
- Kindergarten Readiness Mathematics (3)
- Prekindergarten (3)
- Preschool STEM (3)
- Remote Learning STEM (3)
- STEM (3)
- Social studies (3)
- Teacher education (3)
- Teacher effectiveness (3)
- Virtual STEM (3)
- Barriers (2)
- Childcare (2)
- Dual language learners (2)
- Publication
-
- Walden Dissertations and Doctoral Studies (39)
- Networks: An Online Journal for Teacher Research (14)
- Journal of Science Education for Students with Disabilities (13)
- The Advocate (10)
- The Councilor: A National Journal of the Social Studies (6)
-
- Little STEAMers: Early Learning Program (4)
- USF Tampa Graduate Theses and Dissertations (4)
- Buffet Early Childhood Institute Reports and Publications (3)
- Honours Bachelor of Early Childhood Leadership (HBECL) Capstone Research Posters (3)
- Theses and Dissertations (3)
- Bank Street Education Center (2)
- Dissertations (2)
- Early Childhood Education (2)
- Educational Considerations (2)
- Northwest Journal of Teacher Education (2)
- Occasional Paper Series (2)
- Straus Center for Young Children & Families (2)
- West Chester University Doctoral Projects (2)
- Australian Journal of Teacher Education (1)
- CGU Theses & Dissertations (1)
- Chinese Language Teaching Methodology and Technology (1)
- Creativity and Change Leadership Graduate Student Master's Projects (1)
- Dissertations, Theses, and Projects (1)
- Doctoral Dissertations (1)
- Early Childhood and Elementary Education Faculty Publications (1)
- Electronic Theses, Projects, and Dissertations (1)
- Expressive Therapies Capstone Theses (1)
- Graduate Teacher Education (1)
- Journal of Educational Research and Innovation (1)
- Journal of Media Literacy Education (1)
- Publication Type
Articles 121 - 134 of 134
Full-Text Articles in Education
Understanding Teachers’ Experiences Implementing An Innovative Early Literacy Program, Stephanie Callaway
Understanding Teachers’ Experiences Implementing An Innovative Early Literacy Program, Stephanie Callaway
Walden Dissertations and Doctoral Studies
The problem addressed in this study was the lack of effective literacy interventions for the development of reading skills for primary students who are at-risk for dropping out of high school. The purpose of this study was to examine early literacy instruction by exploring the insights and perspectives of primary educators who participated in a literacy intervention program known as the supporting literacy model. The conceptual framework was based on sociocultural learning theory and self-efficacy theory. The main research question for this qualitative multiple case study addressed the experiences of teachers and instructional coaches who implemented the supporting literacy model. …
Early-Career Child Care Teachers' Perceptions Of Their Training Experiences, Teri M. Peasley
Early-Career Child Care Teachers' Perceptions Of Their Training Experiences, Teri M. Peasley
Walden Dissertations and Doctoral Studies
In a Midwest state, child care teachers who enter the workforce with only a high school diploma or GED credential are not required to complete child development training before being placed in a classroom. Child care teachers need foundational knowledge to provide quality care and education to young children. The purpose of this qualitative phenomenological study was to explore how early-career child care teachers with no advanced education in child development experience training upon entering the workforce. Personal narratives are scarce in existing research, and understanding the perspectives of child care teachers provided an opportunity to consider appropriate training and …
Early Childhood Educators’ Use Of Students’ Assessments For Data-Driven Decision Making, Brandy Shanice Jones
Early Childhood Educators’ Use Of Students’ Assessments For Data-Driven Decision Making, Brandy Shanice Jones
Walden Dissertations and Doctoral Studies
The research problem addressed by this study is that educators do not know how students’ assessments are being used for data-driven decision making to plan for instruction and design curriculum. Data-driven decision making has been implemented throughout the Southeastern region of the United States for several years as part of public-school reform efforts. The purpose of this basic qualitative study with interviews was to explore how early childhood principals, academic coaches, and teachers used students’ assessment data for data-driven decision making to plan for instruction and design curriculum in two rural schools. This study addressed local concerns about how educators …
Characteristics Of Teacher Language Exchange With Preschool Children, Patricia Plummer-Wilson
Characteristics Of Teacher Language Exchange With Preschool Children, Patricia Plummer-Wilson
Walden Dissertations and Doctoral Studies
Research has documented the influence of early home language experiences on children’s development and educational success, but as many children spend large portions of their days in childcare centers, preschool teachers have similar potential to have a profound and lasting influence on children’s language development. The purpose of this qualitative case study was to examine the varying levels of quantity and quality of teacher language exchanges with preschool students in independently-funded childcare facilities. The work of Hart and Risley on parental language exchange formed the conceptual framework for this study. The research questions guiding this study focused on affirmative versus …
Exploring Head Start Teachers’ Challenges Working With Dual Language Learners, Jolene Andriaschko
Exploring Head Start Teachers’ Challenges Working With Dual Language Learners, Jolene Andriaschko
Walden Dissertations and Doctoral Studies
Although the number of dual language learners is increasing in the United States, little is known about the challenges Head Start teachers and education coordinators face in working with this population. The purpose of this basic qualitative study was to explore Head Start teachers’ and education coordinators’ perspectives regarding the support teachers need to meet the challenges of working with dual language learners. This study was grounded in Jim Cummins’s language acquisition framework, which suggests that dual language learners benefit from instruction in their native language and the language of the classroom. A basic qualitative study design was used with …
Language-Supportive Strategies And Their Associations With Child Language Outcomes During Instructional Time, Erin S. Wallace
Language-Supportive Strategies And Their Associations With Child Language Outcomes During Instructional Time, Erin S. Wallace
Theses and Dissertations
In this dissertation, I conducted a correlational study that examined the frequency of educator-delivered language-supportive strategies during instructional time in public Kindergarten classrooms. Additionally, I explored the association between educators’ use of language-supportive strategies and child language outcomes. To index child language, I assessed a sample of 96 children from 10 different classrooms on standardized measures of expressive and receptive language. I recruited 10 educators to participate in the present study and assessed their use of language-supportive strategies during instructional time in the classroom through transcription and coding of audio recordings. The educators completed demographic forms for themselves as well …
Moments Of Reflection: A Phenomenological Study Of Preservice Teacher Reflection, Jane Ferris
Moments Of Reflection: A Phenomenological Study Of Preservice Teacher Reflection, Jane Ferris
West Chester University Doctoral Projects
Transitioning from their training programs to their own classrooms, new teachers may feel a disconnect between what they learned and what they experience. To help with this transition and to promote teachers’ abilities to respond to the varying and unique needs of their students and schools, teacher training programs, beginning in the 1980s, have incorporated the use of reflective practice. Reflection provides teachers an opportunity to engage with their experiences in such a way that prereflective understandings, assumptions, biases, and beliefs may be identified. Reviewed literature suggests that teacher training programs do not clearly define and implement reflection instruction into …
Perfecting The Craft Of Teaching, Stephanie Nunez
Perfecting The Craft Of Teaching, Stephanie Nunez
CGU Theses & Dissertations
This ethnographic narrative follows my journey as a fifth grade teacher in the greater Los Angeles area. The purpose of this ethnography is to follow the development of my journey as a first-year teacher. In this ethnography, I explore my positionality and the levels of community, school, and classroom as ways to inform and improve my teaching practices as a social-justice educator. I begin this four part narrative by discussing my positionality and how it relates to my desires of becoming a teacher. Through this narrative, I was then able to conduct three case studies of students with different identities …
Early Childhood Teacher Perspectives Regarding Preparedness To Teach Children Experiencing Trauma, Christina Lombardi-Davis
Early Childhood Teacher Perspectives Regarding Preparedness To Teach Children Experiencing Trauma, Christina Lombardi-Davis
Walden Dissertations and Doctoral Studies
In the United States, approximately 26% of children will witness or experience a traumatic event before they turn 4 years old. Therefore, teachers must be prepared to meet the individual needs of children who exhibit symptoms of trauma. However, there is a gap in research regarding teachers' perspectives about how teacher preparation experiences influence teaching strategies and the creation of supportive environments for preschool children who have experienced trauma. Using Bandura's theory of self-efficacy, the purpose of this basic qualitative study was to explore how teachers' perspectives about teacher preparation experiences influenced their teaching strategies and the creation of supportive …
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 …
Teacher And Parent Perspectives Regarding Challenging Behavior Of Preschool Children Of Deployed Parents, Stacie Phillips
Teacher And Parent Perspectives Regarding Challenging Behavior Of Preschool Children Of Deployed Parents, Stacie Phillips
Walden Dissertations and Doctoral Studies
The problem addressed in this basic qualitative study was understanding the underlying reasons for challenging behavior exhibited in preschool children who experience disruption in social bonds and trust following deployment of a parent. Many teachers and parents are challenged by the need to support these children during this stressful time and untreated stress can lead to long-term issues. The purpose of this study was to increase understanding of teacher and parent perspectives of challenging behavior exhibited in preschool children experiencing disruption in social bonds and trust following deployment of a parent. Interviews of 7 parents and 7 preschool teachers addressed …
Perspectives Of Mentor Teachers For Early Childhood Teacher Preparation, Shannon J. Rivera
Perspectives Of Mentor Teachers For Early Childhood Teacher Preparation, Shannon J. Rivera
Walden Dissertations and Doctoral Studies
Early childhood (EC) teacher education programs and public-school partnerships have broadened preparation of preservice teachers by providing more learning opportunities during preservice field experiences. These experiences require mentoring from highly qualified supervising teachers. The purpose of this basic qualitative study was to explore mentors’ perspectives of their qualifications to mentor EC preservice teachers in a 4-year university laboratory school. Ambrosetti’s theory of mentor preparation guided this study. The research question addressed mentor teachers’ perspectives of their mentoring qualifications for EC preservice teachers. A snowball sample of 8 mentor teachers, with at least 4 years’ experience mentoring EC preservice teachers, volunteered …
Reframing Professional Learning To Analyze Teacher Practice And Promote System-Wide Change, Jennifer Smerecky
Reframing Professional Learning To Analyze Teacher Practice And Promote System-Wide Change, Jennifer Smerecky
West Chester University Doctoral Projects
The present study examined teachers’ perceptions of targeted professional learning experiences offered within their educational agency. This study focused on teachers' perceptions of the planning, delivery, and follow-up support from teacher professional learning sessions. The teacher participants shared their perceptions of professional learning, implementation of new strategies, barriers to implementation, and support needed from their administration in order to grow as educators. This focus of this study aims to reframe professional learning by forming cooperation between administrators and teachers within education organizations to reform professional learning opportunities. This study advocates for further development in the collaboration of a system-wide change …
Not So Different After All: Examining The Shift From Oregon Teacher Work Sample Methodology To Edtpa, Chelsea Mabie
Not So Different After All: Examining The Shift From Oregon Teacher Work Sample Methodology To Edtpa, Chelsea Mabie
Northwest Journal of Teacher Education
Through a comparative analysis, the previous Oregon Teacher Work Sample Methodology utilized to assess preservice educators' competency is compared to the edTPA performance assessment, which formally replaces the later assessment system for newly minted Oregon educators as of the 2018-2019 school year. While Oregon Work Sample Methodology was cutting edge from the 1980s onward, the state legislature adopted edTPA in 2016. Many educators, administrators, and other hiring committees are not familiar with the new assessment system as they hire new educators coming out of state-accredited programs. After a comparison of both assessment systems' components in regards to InTASC standards, it …