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Articles 1 - 9 of 9
Full-Text Articles in Education
Constructivist Teaching In A Virtual Space, Aviva Dorfman
Constructivist Teaching In A Virtual Space, Aviva Dorfman
Networks: An Online Journal for Teacher Research
Due to the pandemic undergraduate course, ECE 340: Constructivist Teaching with Young Children, moved to an online, asynchronous format. The in-person methods I used, group work, in-class activities, and discussion, could not be directly transposed online as might lecture and recitation. Toward the term’s end students expressed appreciation for the degree of choice they had in assignments, examples of programs in text and video, and repeated opportunities to design centers and instruction. Some declared a greater sense of confidence as educators. The comments, suggested that the shift into an asynchronous provision of the course had been effective. This study is …
Mentor Teacher Positioning During Pedagogical Documentation With Early Childhood Preservice Teachers, Melissa Renee Westfall
Mentor Teacher Positioning During Pedagogical Documentation With Early Childhood Preservice Teachers, Melissa Renee Westfall
Doctoral Dissertations
Teacher education research shows that partnerships among mentor teachers and preservice teachers facilitate meaningful professional development when both are afforded the opportunity to assume dynamic positions of teacher and learner. The purpose of this qualitative, descriptive case study was to explore mentor positioning and pedagogical documentation at a university-based early childhood center with five mentor teachers (MTs) and five undergraduate preservice teachers (PTs). It explored the efficacy of pedagogical documentation review as a tool to facilitate moments of reciprocal mentoring. Through the framework of cultural-historical activity theory and subject positioning theory, I investigated how mentors positioned themselves during pedagogical documentation …
Improving The Quality Of Field Experiences: A Program Improvement Plan, Cody Geisler
Improving The Quality Of Field Experiences: A Program Improvement Plan, Cody Geisler
Master's Theses & Capstone Projects
For early childhood education students, field experiences are a critical component of applying content knowledge to real-world experience in the classroom. The problem is the number of field experience hours does not assure quality learning for the early childhood education student. A review of literature on the topic of quality field experiences revealed a need for scaffolded experiences, positive relationships with mentor teachers and integration of reflective practice. 13 participating mentor teachers and 14 students currently enrolled in the early childhood education program at Minnesota North College were surveyed to collect data related to scaffolded experiences, mentor teacher roles and …
Embracing The Emergent Nature Of Research In Early Childhood Education And In Life, Anna Malyukova
Embracing The Emergent Nature Of Research In Early Childhood Education And In Life, Anna Malyukova
Dissertations, Theses, and Capstone Projects
This work investigates the emergent nature of research on emotions and wellness in early childhood education and in life. The research discussed in this thesis was emergent and contingent. Through my experiences as an educator, student, mother, human being living through a pandemic, and daughter, I embraced opportunities for research in various fields of my life.
I explore teaching research to early childhood teachers who also became my coresearchers in a project that explores our roles of being teachers | researchers. Together, using a hermeneutic-phenomenological approach, we learn about the experiences of those participating in the research projects, both individually …
Prospective Early Childhood Teachers’ Evolving Conceptions Of Using A Mathematics Learning Trajectory To Guide Intentional Teaching, Melissa E. Hedges
Prospective Early Childhood Teachers’ Evolving Conceptions Of Using A Mathematics Learning Trajectory To Guide Intentional Teaching, Melissa E. Hedges
Theses and Dissertations
This qualitative, phenomenological study investigated how fifteen early childhood
preservice teachers’ (PSTs) mathematical knowledge needed for teaching and early mathematics
learning trajectory knowledge impacted the intentionality of instructional decision-making. The
central research question asked: In what ways do early mathematics learning trajectories inform
prospective early childhood teachers’ instructional decisions in ways that are likely to advance
student learning on the subitizing trajectory? The literature review revealed numerous studies
focused on the usefulness of learning trajectory knowledge on prospective elementary and
inservice teachers’ mathematical knowledge for teaching, lesson planning, instruction, and
assessment, but no studies were found regarding early childhood pre-service …
Unraveling Universalist Perspectives On Teaching And Caring For Infants And Toddlers: Finding Authenticity In Diverse Funds Of Knowledge, Susan L. Recchia, Seung Eun Mcdevitt
Unraveling Universalist Perspectives On Teaching And Caring For Infants And Toddlers: Finding Authenticity In Diverse Funds Of Knowledge, Susan L. Recchia, Seung Eun Mcdevitt
Education Specialties Faculty Publications
Although child-rearing beliefs and practices vary widely across cultures, a dominant discourse on how to teach and care for young children undergirds most early childhood teacher education programs. In this qualitative multicase study, the authors explored the ways that immigrant preservice teachers negotiated their emerging teacher identities across discontinuities between their own funds of knowledge and the theory and practice presented in their infant and toddler practicum course. Using a funds of identity framework, the authors drew on multiple data sources to examine how three immigrant students questioned, complicated, expanded on, connected, and/or denied their funds of knowledge as they …
Overview Of Early Childhood Education In China, India, Ethiopia, And Tanzania., Judit Szente, X. Christine Wang, Belete Mebratu, Fortidas Bakuza
Overview Of Early Childhood Education In China, India, Ethiopia, And Tanzania., Judit Szente, X. Christine Wang, Belete Mebratu, Fortidas Bakuza
Institute for Educational Development, East Africa
This paper introduces the status of early childhood education in China, India, Ethiopia, and Tanzania over the past 25 years while sharing crucial new policies targeting early childhood (EC) education and EC teacher education. The paper targets four main areas such as :
1) opportunities for quality pre- and in-service training of EC teachers;
2) distribution/availability of quality EC teachers;
3) perceived status of EC teachers; and
4) financial support for EC education in each country.
Conclusions and recommendations for the Post-2015 area are also provided.
A Content Analysis Of Early Childhood Teachers’ Theoretical And Practical Experiences With Infants And Toddlers In Australian Teacher Education Programs, Susanne Garvis, Narelle Lemon, Donna Pendergast, Bonnie Yim
A Content Analysis Of Early Childhood Teachers’ Theoretical And Practical Experiences With Infants And Toddlers In Australian Teacher Education Programs, Susanne Garvis, Narelle Lemon, Donna Pendergast, Bonnie Yim
Australian Journal of Teacher Education
In Australia, the growth in the provision of early childhood services for very young children aged birth to three years has placed increased demands on pre-service teachers as new policy stipulates the need for qualified early childhood teachers. While many teacher education programs offer early childhood courses, they have traditionally had a greater focus on kindergarten and the formal years of schooling. Less is known about the amount of time devoted to developing the specialist educational capacity for teaching and caring for infants and toddlers. This paper explores 55 Australian early childhood teacher undergraduate education programs to provide data regarding …
The Diffusion Of The Reggio Emilia Approach Among Early Childhood Teacher Educators In South Carolina, Julie Hartman
The Diffusion Of The Reggio Emilia Approach Among Early Childhood Teacher Educators In South Carolina, Julie Hartman
All Dissertations
Growing numbers of U.S. educators are traveling to the northern Italian town of Reggio Emilia to study the innovative, arts-based approach to early education developed in the town's municipal infant-toddler and pre-primary programs now commonly referred to as the Reggio Emilia Approach. And though there is no way of knowing exactly how many educators and early childhood programs across the U.S. are currently making use of the approach, increasing numbers of U.S. colleges and universities are including the approach in both their ECE teacher preparation as well as campus child development programs, suggesting the Reggio Emilia Approach (REA) is diffusing …