Early Childhood Education Commons^™

Relationship-Based Infant Care As A Framework For Authentic Practice: How Eun Mi Rediscovered Her Teaching Soul, Susan L. Recchia, Seung Eun Mcdevitt

Occasional Paper Series

In this paper, we explore the complex nature of preparing diverse professionals for authentic, relationship-based care for infants and toddlers in child care. Looking through the eyes of one student caregiver, we travel with her through a semester-long course introducing her to infant care as an integral part of early childhood teacher preparation. We draw on her descriptions of her weekly experiences in an infant room focusing on a key child, her formal reflections in written assignments, and her responses to a series of interview questions once the course was completed to construct a theory of authentic practice through relationship-based …

Exploring The Experiences Of Male Early Childhood Aspiring Teachers, Tingting Xu

Journal of Multicultural Affairs

This exploratory study investigated the reasons why males chose early childhood

education and their lived experiences in a teacher education program. Qualitative data

were collected through interviews with twelve male early childhood pre-service

teachers. Results demonstrated that: Participates were passionate about teaching

young children. They were mostly supported by their relatives and friends in their

decision to become an early childhood teacher. They were positive about future career

opportunities but still had an underlying fear of losing job or being seen as sexual

predators. Meanwhile, participates indicated some conflicts might exist between the

field experience and program learning experience. They …

High-Needs Schools: Preparing Teachers For Today's World

Occasional Paper Series

In the second decade of the 21st century, some schools are in trouble and some schools are not. The subject of this Occasional Paper is the preparation of teachers for schools that--lacking sufficient resources, effective leadership, or vocal advocates--are failing to educate their students by any reasonable measures. The teachers and teacher educator contributors to this volume offer a more variegated set of responses grounded in a diversity of local experiences. Their approaches to researching and understanding the immediacy of becoming a teacher are based on decades of working in hard-pressed urban schools and the institutions that supply them with …

Guilty By Association: A Critical Analysis Of How Imprisonment Affects The Children Of Those Behind Bars, Whitney Q. Hollins

Dissertations, Theses, and Capstone Projects

As 2.2 million individuals in the United States are currently incarcerated and an additional 5 million are under some form of correctional surveillance, the push for prison reform has reached new heights. Intimately and inextricably connected to mass incarceration and the push for its reform (and in some cases abolition) are the children have been impacted by incarceration. About half of the individuals currently incarcerated are parents to at least one child under the age of 18. Current estimates suggest that 2.7 million children currently have an incarcerated parent and that 10 million children in the United States have experienced …

Introducing An Eportfolio Into Practicum-Based Units: Pre-Service Teachers’ Perceptions Of Effective Support, Pauline Roberts, Gillian Kirk

Australian Journal of Teacher Education

ePortfolios are gaining momentum as a preferred way for graduates to demonstrate current and developing capabilities against industry standards. Effective training is essential for new graduates to produce quality and competitive ePortfolios. This research focused on the perspective of pre-service teachers on the effectiveness of learning opportunities provided to increase confidence and skills in developing an ePortfolio in an Australian four-year undergraduate degree. The initial phase of this research employed a survey to examine the perspective of 132 second-year and 105 third-year pre-service teachers. Results indicated that for the second-year cohort there was a minimal increase in the levels of …

The 3 R'S Of Sustainably Funded Residencies, Bank Street College Of Education

All Faculty and Staff Papers and Presentations

Deep partnerships between universities and districts are essential to the success of locally-grown teacher residencies, in part because of the funding opportunities these relationships unlock. Across the country, partnerships have identified funding strategies that can sustain and scale residencies, including dedicated financial support for aspiring teachers completing their clinical practice placements. Districts rethink staffing to free up dollars and programs find ways to reduce costs. When residencies design and recruit in ways that meet P-12 needs, districts also frequently dedicate additional dollars to the partnership. Together, these approaches offer “3 R’s” for sustainable residency funding.