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Mindfulness As An Emotional Well-Being Tool For Beginning Teachers, Brittany Crumley
Mindfulness As An Emotional Well-Being Tool For Beginning Teachers, Brittany Crumley
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Today’s early educators are responsible for providing a stimulating learning environment to facilitate student academic outcomes, in addition to providing a positive emotional climate to support student social-emotional functioning. Early childhood educators engage with various physical and emotional stressors throughout the workday (e.g., disruptive behaviors, standardized assessment), and to be effective, they must be able to cope with their own emotional reactivity. Teacher experiences of work stress may lead to decreased performance, burnout, and poor student outcomes, creating serious concerns for the education environment. One transferable strategy to help teachers’ emotional well-being is mindfulness self-care (e.g., breathing practices), which can …
The Emotional Impact Of Teaching In A High Poverty School On First-Year, Early Childhood Teachers In Rural South Carolina: A Photo Elicitation Study, Kimberly Jedlicka
The Emotional Impact Of Teaching In A High Poverty School On First-Year, Early Childhood Teachers In Rural South Carolina: A Photo Elicitation Study, Kimberly Jedlicka
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The purpose of this research study was to understand the emotional impact of teaching in a high poverty school on first-year, early childhood teachers in rural South Carolina. The research also explored the extent to which these emotions either empowered or constrained the teachers in their work. The study used photo-elicitation with interviews to generate data. Participants in this study took photographs that represented emotional experiences, wrote captions and discussed their images in an interview session. The data analysis focused on honoring the participants' voices and included first and second cycle coding strategies. In Vivo coding and Emotion coding were …
Centering The Voices Of South Carolina's Early Care And Education Teachers: A Multi-Case Study Examining How They Select And Are Informed By Professional Development, Lenna Young
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The purpose of this dissertation is to contribute to the existing literature focused on quality early care and education (ECE). Specifically, this study examines two main research questions: (1) How do teachers in South Carolina licensed, privately-funded ECE programs select professional development opportunities and (2) How does participating in professional development inform their practices? These questions are particularly significant in light of the minimal requirements for teachers to enter the ECE field in South Carolina. Due to the low entry requirements for ECE teachers, professional development can play a key role in transforming minimally qualified individuals into teachers who care …