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That's My Voice! Participation And Democratic Citizenship In The Early Childhood Classroom, Monica Miller Marsh, Elizabeth A. Kenyon, Terri Cardy, Erin M. West
That's My Voice! Participation And Democratic Citizenship In The Early Childhood Classroom, Monica Miller Marsh, Elizabeth A. Kenyon, Terri Cardy, Erin M. West
Democracy and Education
This paper shares a participatory action research study conducted by a team of researchers at a university laboratory school in collaboration with three classroom teachers and 60 preschoolers. The team engaged in this research in order to examine the ways in which school personnel could generate more authentic community service experiences with, rather than simply for, children. Findings illustrate that with the support of adults, children generated ways to address issues, discussed their ideas with adults, reflected on their actions, and understood that their voices were being heard beyond the school community. With this increased participation, young people were able …
Understanding The Experience Of Early Childhood Education Teachers In Teaching And Training Student Independence At School, M. Fadlillah, Rochmat Wahab, Yulia Ayriza
Understanding The Experience Of Early Childhood Education Teachers In Teaching And Training Student Independence At School, M. Fadlillah, Rochmat Wahab, Yulia Ayriza
The Qualitative Report
Training and instilling independence in early childhood is not easy. It requires cooperation with various parties. One of them is the teacher at a school. Aside from being a second parent, a teacher is a role model for children. Teachers' experience in teaching and training children's independence is needed by parents as reference material. Unfortunately, related research is still very limited. By using a explorative qualitative method, this research aimed to explore the experiences of early childhood education teachers in teaching and training children's independence at school. Data collection was carried out by in-depth and open interviews involving 15 early …
Teaching Beliefs And Their Relationship To Professional Development In Special Education Teachers, Jennifer Francois
Teaching Beliefs And Their Relationship To Professional Development In Special Education Teachers, Jennifer Francois
Educational Considerations
Access to high-quality, meaningful professional development (PD) for in-service teachers around inclusive practices is an important element that has the potential to influence change in classroom practice and student outcomes. This is particularly important for children with identified disabilities. Previous research has identified that a teacher’s self-efficacy impacts the adoption of PD and subsequent implementation of new educational strategies. In addition, teacher beliefs about their own teaching ability (i.e., self-efficacy) has been shown to be related to motivation and the willingness to seek out PD experiences. The current study investigates the relationship of PD and teaching self-efficacy for inclusive practices. …