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

The Missouri Student Transfer Program, Howard E. Fields Iii

Dissertations

In 1993, the state of Missouri passed the Outstanding Schools Act. This law was created as a means to ensure that “all children will have quality educational opportunities, regardless of where in Missouri they live.” Section 167.131 of this law states that an unaccredited district must pay the tuition and transportation cost for students who attend an accredited school in the same or adjoining district. This portion of the law became known as the Student Transfer Program.

The Riverview Gardens School District (RGSD) was one of three unaccredited school districts in the state of Missouri in 2013. With close to …

Identifying Ebook Pedagogies For Literacy Instruction: A Qualitative Content Analysis, Jamey Twitchell Herdelin

Graduate Theses, Dissertations, and Capstones

Students in K-6 support becoming digital learners but many lack the digital skills needed to engage with ICTs such as eBooks. Some educators lack the technological pedagogical knowledge (TPK) to adjust instruction and meet students’ needs. This study examined the extant body of research on the use of eBooks with K-6 literacy instruction to address the perceived lack of effective evidence based practices needed to build self-efficacy. The goal: identify effective TPK regarding when, how, and why to integrate eBooks with K-6 literacy instruction. The research questions: According to the extant literature, what types of K-6 literacy practices and engagements …

Identifying Ebook Pedagogies For Literacy Instruction: A Qualitative Content Analysis, Jamey T. Herdelin

Graduate Theses, Dissertations, and Capstones

Students in K-6 support becoming digital learners but many lack the digital skills needed to engage with ICTs such as eBooks. Some educators lack the technological pedagogical knowledge (TPK) to adjust instruction and meet students’ needs. This study examined the extant body of research on the use of eBooks with K-6 literacy instruction to address the perceived lack of effective evidence based practices needed to build self-efficacy. The goal: identify effective TPK regarding when, how, and why to integrate eBooks with K-6 literacy instruction. The research questions: According to the extant literature, what types of K-6 literacy practices and engagements …

Working With Linguistically Diverse Classes Across The Disciplines: Faculty Beliefs, Jennifer Haan, Colleen E. Gallagher, Lisa Varandani

Teacher Education Faculty Publications

The rapid growth of international students at United States universities in recent years (Institute of International Education, 2013) has prompted discussions about how best to serve this population in and out of the classroom. This article reports on faculty cognitions (Borg, 2006) regarding internationalization and the teaching of international students who are emergent multilinguals. Researchers surveyed faculty members on one campus about their beliefs regarding internationalization, techniques for instruction in culturally and linguistically diverse classrooms, and their own efficacy in teaching international students. Results indicate a theory-reality split in beliefs about internationalization and techniques for teaching international students along with …

An Evaluation Of Idea Part C Interventionists’ Knowledge And Use Of Evidence-Based Practices For Young Children With Challenging Behavior, Sarah Elizabeth Dickinson

USF Tampa Graduate Theses and Dissertations

There is a limited understanding of the practices provided by interventionists under the Individuals with Disabilities Education Act Part C, and there is no knowledge of how providers deliver services for children who have challenging behaviors. In particular, few studies have examined the extent to which Part C interventionists use evidence-based practices. Decreasing occurrences of challenging behaviors in early childhood is particularly important, as there are many negative ramifications associated with untreated challenging behaviors, including troubled peer and adult relationships, academic failure, and increased antisocial behaviors in adulthood. Research has shown that Positive Behavior Supports and the Pyramid Model are …

From The Co-Editors..., Todd Pagano

Journal of Science Education for Students with Disabilities

No abstract provided.

A Universal Design For Robotics Education, Mustafa Şahin Bülbül

Journal of Science Education for Students with Disabilities

In this century technological and educational needs increase drastically. Out of local language, educators need to teach robotic language and use necessary technologies to design robots like Arduino set. This set let users to know less code/computer language and knowledge about electronics. Users may develop their own robots with this set. It also improves design and implementation skills. However, it is not a suitable design for blinds. Universal design approach suggests educators to design courses in a way to meet the needs of all participants. By this approach, learning environments are helpful and useful for participants with special needs. With …

Blue The Bee Learns To Be Happy, Connie Reimers-Hild, Deborah J. Weitzenkamp, Connie Reimers-Hild, Kim Wellsandt

Kimmel Education and Research Center: Faculty and Staff Publications

Do you sometimes feel sad or blue and don't know what to do? If so, this book was written just for you!

Join Blue the Bee as she travels through Happy Orchard meeting her friends (Flutter, Buzz, Bonita and Ernie) to learn the 7 Happiness Habits. When happiness is a habit, it comes without thinking. You can choose how to spend your day and use your time. You choose how to live your life and what is on your mind.

Each page was designed to enjoy at any age. People can become pollinators of happiness in any life stage!

This …

Early Childhood Teachers’ Pedagogical Reasoning About How Children Learn During Language And Literacy Instruction, Rachel E. Schachter

Department of Child, Youth, and Family Studies: Faculty Publications

The knowledge that teachers hold about children’s learning is important to teachers’ practice. Few studies have examined how early childhood teachers use such knowledge during moment-to-moment instruction for language and literacy learning. This study employed a phenomenological approach to understand the knowledge that eight early childhood teachers used to inform their pedagogical reasoning during language and literacy activities. Stimulated recall interviews about practice were conducted with the prekindergarten teachers. Results indicated that the teachers used multiple sources of knowledge to inform their pedagogical reasoning that included: conceptions about how children learn; knowledge about specific children and the learning goals for …

“Science Is Not My Thing”: Exploring Deaf Non-Science Majors’ Science Identities, Cara L. Gormally, Amber Marchut

Journal of Science Education for Students with Disabilities

Students who are deaf and hard-of-hearing are underrepresented in science majors, yet we know little about why. Students from other underrepresented groups in science—women and people of color—tend to highly value altruistic or communal career goals, while perceiving science as uncommunal. Research suggests that holding stereotypical conceptions about scientists and perceptions of science as uncommunal may strongly hinder recruitment into science majors. This study sought to explore the science identities of students who are deaf, hard-of-hearing, and hearing signers. The study focused on non-science majors in bilingual (American Sign Language and written English) biology laboratory courses. This study is the …

Effectiveness Of Large-Scale, State-Sponsored Language And Literacy Professional Development On Early Childhood Educator Outcomes, Shayne B. Piasta, Laura M. Justice, Ann A. O'Connell, Susan A. Mauck, Melissa M. Weber-Mayrer, Rachel E. Schachter, Kristin S. Farley, Caitlin F. Spear

Department of Child, Youth, and Family Studies: Faculty Publications

The current study investigated the effectiveness of large-scale, state-sponsored language and literacy professional development (PD) intended to improve early childhood educators’ knowledge, beliefs, and practices. PD was offered in a real-world context and delivered at scale across the state, implemented by an independent contractor. Educators (n = 535) were randomly assigned to participate in one of three types of PD: 30 hrs of language and literacy PD presented in a workshop format, 30 hrs of language and literacy PD plus monthly coaching, or PD on alternative topics (comparison). Baseline and outcome measures were collected by an independent research team to …

Early Years Transitions: Supporting Children And Families At Risk Of Experiencing Vulnerability: Rapid Literature Review, Jacynta Krakouer, Pru Mitchell, Jenny Trevitt, Anita Kochanoff

Early Childhood Education

This rapid literature review on support for children and families at risk of experiencing vulnerability in early years transitions was commissioned by the Victorian Department of Education and Training. It sought to understand how Early Childhood Education and Care (ECEC) services, professionals and teachers could better support children at risk of vulnerability, and their families, during transitions. The transitions included are from home, out-of-home care (OOHC) and other programs/services to ECEC services and to school. In particular, this review focuses on the support needs of children who have experienced trauma, children living in out-of-home care, refugee children, and children who …

Nebraska Early Childhood Workforce Survey: A Focus On Providers And Teachers, Amy M. Roberts, Iheoma U. Iruka, Susan L. Sarver

Buffet Early Childhood Institute Reports and Publications

The Nebraska Early Childhood Workforce Survey was undertaken by the Buffett Early Childhood Institute at the University of Nebraska to better understand the current status, working conditions, and attitudes of caregivers and teachers working with children from birth through Grade 3. Representing the largest and most comprehensive survey ever completed of the state’s early childhood workforce, it provides important insight into the everyday challenges of the professionals who care for and educate our youngest citizens. Research has long made clear the important role adults play in young children’s lives. Children who form strong relationships with adults feel safe to explore …

An Examination Of Concepts Of School Readiness Among Parents And Educators In Ireland, Maire Mhic Mhathuna, Emer Ring, Noirin Hayes, Patsy Stafford, Siobhan Keegan, Cathy Kelleher, Martina Ozonyia, Mary Moloney, Deirdre Breathnach, Des Carswell, Des Mccafferty, Anne O'Keefe, Aisling Leavy, Ruth Madden

Reports

The Department of Children and Youth Affairs commissioned research through the Irish Research Council (IRC) to examine concepts of school readiness as they are understood by early years educators and managers, primary school principals, junior infant teachers and parents of children participating in the first Free Preschool Year in Ireland. A mixed-methods approach was adopted, involving interviews, an online survey and “draw and tell” sessions with children. Representative samples of FPSY settings and primary schools were selected and an online survey based on the findings of the qualitative phase was sent to 500 pre-primary settings and 500 primary schools. In …

Elementary Teachers' Perceptions Of Self-Efficacy When Using A Scripted Reading, Misty Leigh Mukherjee

Walden Dissertations and Doctoral Studies

Researchers report that implementation of scripted reading programs has been inconsistent. Although administrators need to understand teachers' experiences with scripted reading instruction to make decisions about best practices for implementation of those programs, little research on those experiences exists. The purpose of this phenomenological study was to understand and describe teachers' lived experiences and self-efficacy when using a scripted reading program. Bruner's constructivist theory, the concept of pedagogical content knowledge, and self-efficacy theory were used to frame the study. Eight elementary teachers in Grades K-3 from the Mid-Atlantic region of the United States each completed 4 individual interviews. Template-based iterative …

Online Facilitation Of Early Childhood Education Preservice Teacher Field Experiences, Catherine Meier Meier

Walden Dissertations and Doctoral Studies

Researchers have determined that field experience is crucial in education preparation programs, yet little information is available about field experience within online early childhood education (ECE) programs. Educators who work in online ECE programs need to understand how to facilitate field experience effectively. The purpose of this qualitative interview study was to understand the processes, procedures, and experiences of instructors who facilitate preservice teachers' field experience in online ECE programs. A constructivist framework was used to examine facilitation practices. Nine instructors from online ECE programs in the United States participated in 2 semistructured interviews that lasted approximately 1 hour each. …

Happily Ever Resilient: A Content Analysis Of Themes Of Resilience In Fairytales, Stephanie Goloway

Walden Dissertations and Doctoral Studies

One in 4 children in the United States lives in a family impacted by the chronic, heritable disease of substance use disorder (SUD), also known as alcoholism or addiction. Recent research has demonstrated that resilience is a key protective factor against developing the disease in adolescence and adulthood and that the neurological roots of resilience lie in the child's experiences in early childhood. In spite of this, few resources related to family SUD or current models of resilience are included in preservice teacher preparation for early childhood educators. This study examined whether key components of Masten's model of resilience are …

Preservice Teachers’ Identity Development During The Teaching Internship, Tran Le Huu Nghia, Huynh Ngoc Tai

Australian Journal of Teacher Education

This article reports the analysis of two preservice teachers’ narratives to highlight the process of teacher identity development during their teaching internship. The analysis showed that their teacher identities had been shaped before they entered the teacher education program where it continued to be shaped by educational experts. In that way, they formed expectations or imaginations of their professional roles and responsibilities prior to the teaching internships. When entering the teaching internships, these pre-existing expectations or imaginations were challenged by the reality they faced. Their engagement with the internship, resilience and negotiations of professional practices were found to be significant …

International Students Experience In Teacher Education: Creating Context Through Play Workshops, Dawn Joseph, Elizabeth Rouse

Australian Journal of Teacher Education

Higher education in Australia attracts many international students. Universities are challenged to prepare them with the necessary understandings, knowledge and skills to effectively participate in their study. For international students, understanding Early Childhood contexts in Australia is a new way of viewing teaching and learning from their own cultural perspective. This paper situates itself as part of a wider study “Improving work placement for international students, their mentors and other stakeholders”. A pilot program was run at Deakin University for the Master of Teaching Early Childhood students to undertake play workshops before commencing placement. Questionnaires were analysed using Interpretative Phenomenological …

Preschool Teachers' Views Of Literacy Instruction, Michelle Kimmy

Walden Dissertations and Doctoral Studies

Students in Pennsylvania are falling behind in reading proficiency. Early literacy skills are the foundation for future reading success and students who have not learned to read proficiently by the end of 3rd grade have an increased chance of failing to achieve academic success. The purpose of this quantitative correlational study was to investigate the relationship between preschool teachers' perceived self-efficacy for literacy instruction and preschool literacy assessment scores of students at local private preschool classrooms. The research question focused on the relationship between preschool teacher self-efficacy for literacy instruction and student literacy achievement. Bandura's self-efficacy theory served as the …