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Articles 1 - 9 of 9
Full-Text Articles in Education
Teacher Development- Going Beyond Conventional To A Collaborative Approach, Scott Robinson
Teacher Development- Going Beyond Conventional To A Collaborative Approach, Scott Robinson
Graduate Teacher Education
Professional development (PD) is a foundation of growth for K-12 educators. PD is the mechanism that allows teachers to improve their teaching by learning new materials or strategies. Teacher learning is essential in providing students with a high-quality education. Not all PD models are equal or designed the same way. There are many types of PD, and some models significantly impact teacher motivation, effectiveness, and student outcomes. Teachers expressed that traditional methods of PD were not meeting their needs and that a more collaborative approach would provide more opportunities for professional growth. Studies indicated that while a moderate amount of …
Improving Cohesion Between General Education And Special Education Departments, Jacob Haugmo
Improving Cohesion Between General Education And Special Education Departments, Jacob Haugmo
Graduate Teacher Education
Cohesion between general education and special education departments is the idea of blending and aligning instructional methods and approaches regardless of educational discipline. This paper was written to examine how this cohesion can be improved. Educational leaders must improve cohesion between general education and special education departments to support the academic achievement and success of all students in schools. Through qualitative, quantitative, and mixed methods studies, methods to improve this cohesion were researched. The research provided insight on how general education and special education teachers feel about collaboration and how collaborative efforts can be utilized to improve cohesion. These collaborative …
Leading Through A Trauma-Informed Lens, Taylor Van Clay
Leading Through A Trauma-Informed Lens, Taylor Van Clay
Graduate Teacher Education
Abstract
This paper examined research on what is necessary for leaders to lead and create a school culture that supports students through a trauma-informed lens. This research looked for findings from multiple quantitative, qualitative, and mixed-methods studies which examined the importance of effective leadership, the necessity of professional development for educators, and the implementation of trauma-informed practices that will lead to student success. The research revealed specific factors that lead to beneficial leadership outcomes along with interconnectedness of purposeful and ongoing professional development and implementation of trauma-informed practice due to the fact that response to student behaviors is not intuitive. …
Professional Development Impact On Quality Interactions In Home-Based Early Childhood Settings, Theresa Peplinski
Professional Development Impact On Quality Interactions In Home-Based Early Childhood Settings, Theresa Peplinski
Graduate Teacher Education
Recent literature was examined to explore the relationship between professional development and quality interactions in home-based early childhood settings. Home-based child care was identified as a setting preferred by parents (Melvin et al., 2022). However, the educators in these settings often worked alone, worked long hours, and were less likely to have a degree than educators in other early childhood settings (Durden et al., 2016). The understanding of what constituted quality in these under-recognized settings was more challenging to quantify and less studied than quality in other early education settings (Han et al., 2021). A thorough literature review was conducted, …
Humor And Laughter As Intentional Teaching Strategies: Professional Development For Early Childhood Educators, Rebecca Ellen Fish Hegstad
Humor And Laughter As Intentional Teaching Strategies: Professional Development For Early Childhood Educators, Rebecca Ellen Fish Hegstad
Graduate Teacher Education
Research has shown that humor and laughter benefit young children’s social-emotional development (Lovorn, 2008; Semrud-Clikeman & Glass, 2010). Humor and laughter also benefit teachers (Chaniotakis & Papazoglou, 2019). However, despite the benefits, research has also shown that teachers may be hesitant to use humor and laughter for fear of "losing control," not feeling inherently funny, and/or because teachers have not been taught how to use humor effectively (Chaniotakis & Papazoglou, 2019; Lovorn & Holaway, 2015). Cekaite and Andrén (2019) revealed that teachers in early childhood settings rarely responded to children’s laughter with laughter. The difference between teachers’ beliefs and practices …
How Can Professional Development For Early Childhood Educators On Trauma-Informed Practices Help Support Whole Child Development?, Kacy Carlson
Graduate Teacher Education
Research findings have indicated that early childhood educators are requiring additional knowledge and skills than what is currently provided to better support the development of young children after they have experienced a traumatic event (Alisic, 2012; Kim et al., 2021; Loomis & Felt, 2020). Approximately one in four children have experienced a traumatic event by the time they turn two years old (Loomis & Felt, 2020). This paper examined the impact of professional development opportunities for early childhood educators on trauma-informed practices to better support the whole child. In addition to professional development opportunities, the research suggested that curriculum enrichment …
Strategies For Supporting Professional Growth In Early Childhood Team Members, Kristin Goetz
Strategies For Supporting Professional Growth In Early Childhood Team Members, Kristin Goetz
Graduate Teacher Education
Early childhood education (ECE) teachers, including pre-service and in-service workers, have reported the need for ongoing professional development support (Boyer, 2004; Buettner, Hye Hur, Jeon & Andrews, 2016; Brown, Cheddie, Horry, & Monk, 2017). Specific targeted support for professionalism was addressed as a retention strategy for the future of ECE (Boyer, 2004). The lack of consistent minimum qualifications for ECE teachers has contributed to a number of teachers in the field having little understanding regarding professionalism as a whole when teacher careers commence. The quality of learning and teaching in the classroom has been said to be largely determined by …
How Can Early Childhood Educators Promote Equitable Outcomes Through Trauma-Informed Practice?, Elizabeth Terry
How Can Early Childhood Educators Promote Equitable Outcomes Through Trauma-Informed Practice?, Elizabeth Terry
Graduate Teacher Education
An abundance of research acknowledges the effects of trauma on children from an early age. Prolonged and severe trauma in early childhood can lead to adverse outcomes in important areas of development, such as one’s physical, mental, and social-emotional well-being (Morsy and Rothstein, 2019). Children present school systems and educators with the task of addressing this important, but infrequently considered issue. Trauma has lasting effects regardless of age, but the impacts of trauma during childhood are especially profound during such formative years. Children require safe spaces to learn and flourish as individuals, therefore it is important that early childhood educators …
Practice-Based Coaching And Early Childhood Professional Standards In A Diverse Field, Julie Betthauser
Practice-Based Coaching And Early Childhood Professional Standards In A Diverse Field, Julie Betthauser
Graduate Teacher Education
Abstract
The field of early childhood education has long relied on professional development strategies to support teachers with varying degrees of education who enter the field from a variety of disciplines. Research indicated educators needed intensive and individualized professional development efforts that were integrated into daily practice (Rodgers, Kennedy, VanUitert, & Myers, 2019). Practice-based coaching has been used as a professional development strategy in early childhood classrooms to develop educators’ knowledge and skills in best practices for young children. Thirty-two empirical studies conducted since 2011 on the process, effectiveness, and assessment of practice-based coaching were reviewed to identify coaching components, …