Pre-Elementary, Early Childhood, Kindergarten Teacher Education Commons^™

Interaction Between Students With And Without Disabilities In An Inclusive Schools From Their Teachers Perspective., Dr. Basmah Alshahrani

Journal of Science Education for Students with Disabilities

The success of the inclusion of students with disabilities substantially depends on the collaboration of various social agents, including non-disabled peers, who play a substantial role in the lives of students with disabilities. Peers, as social agent, are responsible for the creation of a favourable social environment, in which one of the key factors is a positive acceptance. This research examined the reality of interactions between non-disabled students and their acceptance to peers with disabilities. A qualitative research approach was employed using interviews with Nine special education teachers. An overall positive attitudes were reported with non-disabled peers being reported as …

Adjusting/Modifying Assignments To Support Students With Learning Disabilities While Engaging In Ngss Science And Engineering Practices And Inquiry-Based Learning, Shannon Morago Dr.

Journal of Science Education for Students with Disabilities

Effective science instruction involves opportunities for all students to do science, including engaging in the NGSS Science and Engineering Practices through inquiry-based learning. Many students with learning disabilities have the accommodation of shortened or reduced assignments in their Individualized Educational Programs to allow them equal access to science learning. Science teachers struggle to provide this accommodation. This practice brief provides examples of supports and strategies for implementing this accommodation during an inquiry-based investigation. A vignette is used to follow a science teacher and her students through an investigation; it details how she provides equal access to the learning objectives as …

Unit #7: Steam Resources, Lindsey Herlehy, Cassandra Armstrong

Little STEAMers: Early Learning Program

No abstract provided.

Defining Business As Usual In Preschool Interventions For Challenging Behavior, Eleanor Bold

Electronic Theses and Dissertations

Challenging behavior (CB) is a major barrier to service delivery in preschool classrooms. Persistent CB has been found to significantly impact children’s academic and social success long-term, especially amongst children from historically minoritized populations and those with disabilities. Numerous evidence-based intervention strategies exist to prevent and reduce CB, yet preschool teachers continue to voice a desire to increase their capacity to do so in the classroom due to high rates of CB continuing to be observed. This dissertation seeks to address this research to practice gap by ascertaining the current baseline intervention practices utilized to manage CB in preschool classrooms …

Nebraska Child Care Market Rate Survey Report 2023, Alexandra Daro, Greg W. Welch, Venessa Bryant

Buffet Early Childhood Institute Reports and Publications

The Child Care and Development Block Grant (CCDBG) Act of 2014 was reauthorized with renewed emphasis on the Child Care and Development Fund (CCDF) program, which seeks to provide equal access to quality child care for families. The CCDF program is necessary to ensure children from families with lower income have the opportunity to experience stable, high-quality early experiences while their parents experience a pathway to economic stability. A primary goal of the CCDF program is to ensure that families with lower income receive CCDF funds to help them access quality child care in the same manner as families that …

Profiles Of Well-Being Among Early Childhood Educators, Amy M. Roberts, Alexandra Daro, Kathleen C. Gallagher

Buffet Early Childhood Institute Reports and Publications

Research Findings: This study used a person-centered data analytic approach to identify distinct subgroups of early childhood educators (n= 133) based on their responses to multiple indicators of well-being (psychological, financial, and health indicators). Various fit indices established a two-class solution. Specifically, one group was characterized by more positive well-being and the other by less positive well-being. Subgroup differences were the greatest for indicators of psychological well-being, including self-care and self-compassion. In addition, educators with less than a bachelor’s degree, working as assistant teachers, receiving less pay, with more adverse childhood experiences, were overrepresented in the less positive …

Exploring The Perspectives Of Infant/Toddler-Pk4 Teachers On Attaining An Associate Degree In Early Childhood Education, Isabel Lainez Furutan

Walden Dissertations and Doctoral Studies

AbstractResearchers have found young children’s academic skills and life outcomes are correlated to teachers’ postsecondary education. Despite this, 60% of infant/toddler-PK4 teachers who work in center-based settings in the District of Columbia do not have postsecondary education beyond the high school level. The purpose of this basic qualitative study was to explore the perspectives of infant/toddler-PK4 teachers from the District of Columbia working in center-based settings on the challenges of attaining an associate degree in early childhood education and the support needed throughout the process. Guided by Lewin’s three-step model of change theory, the perspectives of 12 participants with a …

Head Start Teachers’ Perspectives On The Implementation Of Head Start Program Performance Standard 1302.17, Leslie Shumate Floyd

Walden Dissertations and Doctoral Studies

Federal Head Start Program Performance Standards (HSPPS) were revised in 2016 to strengthen and improve the quality of all Head Start (HS) programs. The problem addressed in this basic qualitative study is that teachers in a local urban HS program in the southwestern region of Virginia have decreased levels of job satisfaction and cannot support the social-emotional development of their students due to difficulty implementing the standard HSPPS 1302.17. The purpose of this basic qualitative study was to investigate the perspectives of HS teachers regarding their job satisfaction while supporting the implementation of HSPPS 1302.17. Lacey’s theory of social strategies …

Parents’ And Teachers’ Perspectives On Quality Communication In A Head Start Program, Danielle Racquel Bryant-Mathurin

Walden Dissertations and Doctoral Studies

AbstractResearchers have suggested that active communication between teachers and parents is positively associated with student success in school, specifically in terms of student attendance, performance, and behavior. The problem that inspired this basic qualitative study was the quality of parent-teacher communication in Head Start programs that serve low socioeconomic status (SES) students. The purpose of this basic qualitative study was to examine the quality of parent-teacher communication in a Head Start program that serves low SES students in the northeastern United States and explore how quality of parent-teacher communication might be improved. Ecological systems theory and the communication component of …

Staff Perspectives On Parent Withdrawal From Maternal, Infant, And Early Childhood Home Visiting Programs, Dr. Laquetta Delores Peoples

Walden Dissertations and Doctoral Studies

The problem that was investigated through this study was the high withdrawal rates of families that enroll in MIECHV programs. Examining this issue provided data that will be shared with MIECHV programs to identify potential strategies to reduce high withdrawals. This basic qualitative study with semistructured interviews examined MIECHV staffs’ perspectives on the reasons for high withdrawals. The purpose of this study was to examine MIECHV program staff members’ perspectives on the reasons for the high withdrawal. The study was guided by Mowder’s parent development theory (PDT) and examined parenting as a continual process whereby parents constantly adjusted their parenting …

Early Childhood Teachers’ Perspectives On Referring Black Students For Disciplinary Action, Adriuna Johnson

Walden Dissertations and Doctoral Studies

Schools have reported disparities in the use of discipline on a nationwide scale. The problem for this study was that early childhood teachers referred Black students for disciplinary action or exclusionary discipline at higher rates than their peers.The purpose of this basic qualitative study was to explore early childhood teachers’ perspectives of referring Black students for disciplinary action. Weinstein, Curran, and Tomlinson-Clarke’s model of culturally responsive classroom management formed the conceptual framework that guided this study. The research question focused on teacher perspectives about referring Black students for disciplinary action. A basic qualitative design was used to capture the insights …

Perspectives On Motor Skills Necessary For Kindergarteners’ Formal School Readiness, Allyson M. Schildt

Walden Dissertations and Doctoral Studies

Researchers have noted that before children can learn academics, they must first have developed motor skills. Motor skills are foundational to learning and integrated into other domains of learning as a child develops. The problem addressed through this basic qualitative study is that some kindergarten students in the northeastern United States lack motor skills necessary for formal school readiness, and kindergarten teachers are challenged to support students’ development of motor skills necessary for formal school readiness. The purpose of this study was to explore kindergarten teacher perspectives on kindergarten students’ motor skills necessary for formal school readiness. Thelen’s dynamic systems …

Early Childhood Teachers’ Perspectives Of Being A Pbis Coach, Tiesha Laquan Allen

Walden Dissertations and Doctoral Studies

School districts across the United States have seen an increase in the number of students who need behavioral support. The problem is that early childhood teachers who serve as Positive Behavioral Interventions and Supports (PBIS) coaches have challenges implementing the PBIS framework because of lack of buy in and resources such as time and funding. This basic qualitative study was conducted to explore early childhood teachers’ perspectives of being a PBIS coach and their experiences with implementation within the school. The conceptual framework used for this study was implementation science. The research questions for this qualitative study focused on the …

Perspectives Of Teachers On The Use Of Technology Within The Preschool Experience, Cynthia L. Basse

Walden Dissertations and Doctoral Studies

Due to the increased use of technology in people’s lives, digital media literacy has become increasingly more important in young children’s early experiences. When used appropriately, children discover how to use digital media in ways that enhance their learning, preparing them for the positive benefits of technology use across their lifetime. The problem investigated in this study is that preschool teachers reported they did not use technology within the preschool experience. The purpose of this study was to explore teachers’ perspectives on technology use within the preschool experience. The conceptual framework for this qualitative study was developmentally appropriate practice. The …

Elementary Administrators' Perspectives And Experiences Of Supporting Students Through Nature-Based Learning, Amanda Marie Shelley Degoede

Walden Dissertations and Doctoral Studies

Although nature-based learning (NBL) contributes to the development of students, itsinclusion in elementary schools is inconsistent. Researchers have established the benefits of nature to learning and child development, yet there is a gap in the literature on elementary administrators’ perspectives of and experiences with NBL. The purpose of this qualitative study was to explore elementary administrators’ perspectives of and experiences with NBL, its support of elementary student development, and its inclusion in elementary schools’ curricula and design. The research questions addressed elementary administrators’ perspectives of and experiences with NBL, how NBL supports student development, and how NBL is included in …

Perceptions Of Preservice And Mentor Teachers Of Gaining Pedagogical Content Knowledge In Phonics And Phonemic Awareness, Penelope Maureen Montfort

Walden Dissertations and Doctoral Studies

Research has shown that, although phonics and phonemic awareness predict reading success, a majority of early learners still lack these skills. Research also showed that a majority of preservice teachers (PSTs) in early childhood education teacher (ECTE) may not have gained adequate pedagogical content knowledge (PCK) in phonics and phonemic awareness during their mentored practicums. This may have contributed to kindergarten students’ poor performance in phonics and phonemic awareness on the national literacy assessments between 2015 and 2018 in one education district in Guyana. These students are not prepared for reading success. Using a basic qualitative design, semistructured interviews were …

Preservice Elementary Teachers Conceptions And Self-Efficacy For Integrated Stem, Deepika Menon, Deef A. A. Shorman, Derek Cox, Amanda Thomas

Department of Teaching, Learning, and Teacher Education: Faculty Publications

Educational reform efforts have emphasized preparing highly competent and confident preservice teachers to deliver effective K-12 Science, Technology, Engineering, and Mathematics (STEM) instruction. Self-efficacy is a key variable that influences motivation and performance, and therefore it is necessary to support the development of preservice teachers’ integrated STEM teaching self-efficacy. This mixed-methods study investigates how preservice elementary teachers’ integrated STEM teaching self-efficacy is shaped during their participation in a newly redesigned STEM semester consisting of three concurrent methods courses (science and engineering, mathematics, and technology methods courses). The quantitative data sources included the Self-efficacy for Teaching Integrated STEM instrument administered as …

Project Intersect Integrated Stem Badge Facilitator’S Guide, Terrie Galanti, Raven Robinson-Wilson

STEM Integration

This guide supports STEM teacher educators who would like to offer the 8-week Project InTERSECT Integrated STEM badge course (15 hours) to a small group of elementary pre-service or practicing teachers.

The facilitator’s guide describes the structure of the Canvas course, editable text for weekly announcements, and suggested feedback statements to support weekly activity completion and reflection.

Early Childhood Teachers’ Perspectives On Referring Black Students For Disciplinary Action, Adriuna Johnson

Walden Dissertations and Doctoral Studies

Schools have reported disparities in the use of discipline on a nationwide scale. The problem for this study was that early childhood teachers referred Black students for disciplinary action or exclusionary discipline at higher rates than their peers.The purpose of this basic qualitative study was to explore early childhood teachers’ perspectives of referring Black students for disciplinary action. Weinstein, Curran, and Tomlinson-Clarke’s model of culturally responsive classroom management formed the conceptual framework that guided this study. The research question focused on teacher perspectives about referring Black students for disciplinary action. A basic qualitative design was used to capture the insights …

Perspectives On Motor Skills Necessary For Kindergarteners’ Formal School Readiness, Allyson M. Schildt

Walden Dissertations and Doctoral Studies

Researchers have noted that before children can learn academics, they must first have developed motor skills. Motor skills are foundational to learning and integrated into other domains of learning as a child develops. The problem addressed through this basic qualitative study is that some kindergarten students in the northeastern United States lack motor skills necessary for formal school readiness, and kindergarten teachers are challenged to support students’ development of motor skills necessary for formal school readiness. The purpose of this study was to explore kindergarten teacher perspectives on kindergarten students’ motor skills necessary for formal school readiness. Thelen’s dynamic systems …