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Articles 1 - 9 of 9
Full-Text Articles in Education
Childcare Center Principals’ Decision-Making Regarding Participation In A Quality Assurance Program, Rosa M. Flores
Childcare Center Principals’ Decision-Making Regarding Participation In A Quality Assurance Program, Rosa M. Flores
Walden Dissertations and Doctoral Studies
No abstract provided.
K–2 Teachers’ Perspectives On Managing Student Behaviors In Inclusive Classrooms, Hailey Camp Kilcrease
K–2 Teachers’ Perspectives On Managing Student Behaviors In Inclusive Classrooms, Hailey Camp Kilcrease
Walden Dissertations and Doctoral Studies
Since the start of the full inclusion movement, K–2 general education teachers have been overwhelmed with their behavior management due to the increased numbers of students with disabilities in their classroom who display emotional/behavioral challenges. This basic qualitative study aimed to explore K–2 teachers’ perspectives on having a broad range of students with disabilities in inclusive classrooms, along with what barriers and facilitators K–2 teachers describe as affecting their ability to manage behaviors in the classroom. M.A. Barnes’ inclusive education conceptual framework supported and guided the research study and data analyses. The sample for this study was 12 K–2 general …
Training And Supporting Early Childhood Providers In Inclusive Settings, Kimberly K. Bennett
Training And Supporting Early Childhood Providers In Inclusive Settings, Kimberly K. Bennett
Walden Dissertations and Doctoral Studies
Early childhood providers care for infants and toddlers with developmental delays and special needs in their programs and classrooms. This study addressed the problem that there is insufficient professional development (PD) training for early childhood providers working with infants and toddlers with special needs in inclusive settings. The purpose of this basic qualitative study was to understand what training early childhood providers report they have had, and what training early childhood providers perceive that they need to support infants and toddlers with special needs in inclusive settings. Using the whole teacher approach as the conceptual framework, the research questions explored …
Preschool Teachers’ Perspectives On Implementing The Center On The Social And Emotional Foundations For Early Learning Teaching Pyramid Strategies To Address Challenging Behaviors In The Classroom, Maria Suarez
Walden Dissertations and Doctoral Studies
Preschool teachers in a small county in a southern state are among a growing number of teachers who have expressed concern about not having the skills needed to support young children with challenging behaviors. The Center on the Social and Emotional Foundations for Early Learning (CSEFEL) teaching pyramid was developed to help preschool teachers minimize behavioral problems in the classroom. There is a need for preschool teachers to implement strategies for addressing challenging behaviors in the classroom. The purpose of this qualitative study was to explore the perspectives of preschool teachers on implementing the strategies of the CSEFEL pyramid to …
Caregivers' Attachment Relationships With Infants And Toddlers During The Covid-19 Pandemic, Rebecca Ellen Roth
Caregivers' Attachment Relationships With Infants And Toddlers During The Covid-19 Pandemic, Rebecca Ellen Roth
Walden Dissertations and Doctoral Studies
Health and safety protocols related to the COVID-19 pandemic and its variants continue to influence practices in infant–toddler programs one western state in the United States; caregivers in the state are concerned about attachment relationships with infants and toddlers. The purpose of this basic qualitative study was to explore caregiver perceptions of attachment relationships related to the COVID-19 pandemic and its variants and the influence of health and safety protocols on caregiver practices. The conceptual framework combined attachment and biobehavioral theories. Data from interviews with four infant and six toddler caregivers were recorded, transcribed, and analyzed by searching for patterns …
Effects Of Inclusive Prekindergarten Programs On Developmental Skills Of Typically Developing Children, Danita Duhart
Effects Of Inclusive Prekindergarten Programs On Developmental Skills Of Typically Developing Children, Danita Duhart
Walden Dissertations and Doctoral Studies
The Individuals with Disabilities Education Act of 2004 set forth guidelines for inclusionary practices to ensure that students with disabilities were educated with their nondisabled peers. In early childhood education, there was a paucity of information that addressed, in quantifiable terms, the effect of inclusion on the developmental skills of typically developing children. The purpose of this quantitative, quasi-experimental, nonequivalent study was to examine to what extent the prekindergarten program delivery setting, inclusion versus noninclusion, effects the developmental domains of typically developing children. The theoretical framework was based on Arnold Gesell’s maturational theory of development. The developmental domains for typically …
First- And Second-Grade Teachers’ Use Of Data-Driven Decision-Making For Guided Reading, Caroline J. Davis
First- And Second-Grade Teachers’ Use Of Data-Driven Decision-Making For Guided Reading, Caroline J. Davis
Walden Dissertations and Doctoral Studies
The problem in this study was that first- and second-grade teachers are not using relevant and timely data, specifically running records, analysis of oral reading errors, self-correction rates, and word accuracy, as well as the student zone of proximal development (ZPD) in guided reading instruction. The purpose of this qualitative case study was to explore how first- and second-grade teachers use data-driven decision-making (DDDM) and ZPD to inform guided reading instruction. The conceptual frameworks in this study were DDDM and ZPD, as they collectively provided a lens for gathering rich data on instructional decision-making processes. Research questions addressed how first- …
Head Start Teachers’ Perceptions Of Inclusion Classroom Challenges And Needs, Jessica Rinehart
Head Start Teachers’ Perceptions Of Inclusion Classroom Challenges And Needs, Jessica Rinehart
Walden Dissertations and Doctoral Studies
Early childhood inclusion classrooms are becoming more prominent, but Head Start teachers need more job training to prepare them for the diversity of students in their classrooms. The purpose of this qualitative research study was to investigate research questions about the challenges faced by Head Start inclusion teachers, the strategies they use in the classroom, and the suggestions they have for improved resources or training. The conceptual framework that guided this study was Bandura’s social learning theory, which suggested that teachers can learn through observation or modeling of others. Using a case study design, nine Head Start teachers with at …
Teachers' Perspectives Of Declining Student Performance In K-3 Grade Reading, Mae Lee Johnson
Teachers' Perspectives Of Declining Student Performance In K-3 Grade Reading, Mae Lee Johnson
Walden Dissertations and Doctoral Studies
No abstract provided.