Early Childhood Classrooms And Higher Education Faculty: Partnerships With Far-Reaching Benefits, Anita Weisburger

Essays in Education

The relationship between a community college early childhood teacher education faculty member and the director of an early learning center grew into a deep and meaningful partnership that went beyond the two main participants.  This description and analysis of their collaboration demonstrates the value of these partnerships to the early childhood classrooms and the faculty at the college, but it also highlights the positive impact on the college students, the young children, the school families and the community at large.  The goal of this article is to reflect on the benefits and challenges in these collaborative endeavors and highlight lessons …

The Impact Of High-Quality Phonological Awareness Professional Learning On In-Service Teachers' Content Knowledge And Pedagogical Content Knowledge, Roberta S. Thomas

UNF Graduate Theses and Dissertations

This convergent mixed-method study examined the impact of high-quality phonological awareness professional learning on Montessori primary lead, associate, and team associate teachers’ content knowledge and pedagogical content knowledge of phonological awareness. Eleven teachers (4 lead, 4 associates, and 2 team associates) from a private school in northeast Florida participated in four professional sessions with a content focus on the levels of phonological awareness, including word, syllable, onset and rime, and phoneme awareness. In contrast to previous studies that reported low levels of teacher content knowledge prior to professional learning, participants in this study demonstrated relatively high levels of content knowledge. …

When Play Fades And Screens Rise: Teachers' And Parents' Lived Experiences Of The Push-Down Of Academics In Kindergarten, Rachel L. Hunter

Doctor of Education

In the span of a single generation federal mandates have transformed kindergarten from a place of play into an academic pressure zone. This study is grounded in early childhood education, child development, and educational policy, with a focus on heightened academic expectations in kindergarten alongside the rising influence of digital technology in young children’s lives. It addresses two questions: (1) How has the reduction or elimination of play in kindergarten impacted children’s peer-to-peer engagement? and (2) What role, if any, does digital technology play in compounding this shift? This phenomenological study employs qualitative, transformative action-research methods to examine the lived …

Implementing Restorative Practices For Girls In Elementary School Classrooms: A Participatory Action Research Approach, Mellissa Douglas

Dissertations of Practice

This participatory action research study examined how varying approaches to implementing restorative practices, together with teacher collaboration and influence, support resilience, enhance communication, establish healthy boundaries, encourage accountability, and build confidence among elementary school girls ages 8–10. Two third-grade teachers, three fourth-grade teachers, and three fifth-grade teachers in a midwestern elementary school implemented restorative practices through proactive circles or conferences over the course of forty school days. The eight teacher participants recorded the implementation of restorative practices in an action research journal, field notes, and photographs, and they collaborated to discuss strengths, areas in need of support, and next steps. …

School-Based Mental And Emotional Support For Urban Students Experiencing Traumatic Loss, Britney Daniel-Harris

West Chester University Graduate Theses, Dissertations, and Final Projects

This study explores the perception of educational staff members on school-based mental and emotional resources for urban students experiencing traumatic loss. With increased levels of research centered on enhancing training protocols to educate teachers on identifying, supporting, and guiding traumatic care through evidence-based resources, there is an opportunity to understand their experiences by hearing their voices through a narrative inquiry qualitative research design. The Substance Abuse and Mental Health Services Administration (SAMHSA) has six principles of a trauma-informed environment, which were utilized to analyze participant stories. Five teachers, one social worker, and one special education leader participated in one-on-one interviews …

Classification, Service Provision, And Early Academic Skills Of Early Elementary School Students Who Received Services As A Preschool Student With A Disability, Meghan Conboy

Electronic Theses & Dissertations (2024 - present)

Youth with disabilities benefit from coordinated supports and services, particularly during early childhood when they are developing foundational abilities that will influence their developmental trajectory (Early Childhood Technical Assistance Center, 2015; Sandall et al., 2005). Preschool-aged students who enter kindergarten with adequately developed pre-academic skills are more likely demonstrate high performance levels in academic domains throughout compulsory education compared to peers with low pre-academic skills (Christensen et al., 2020; Fitzpatrick, 2017; Hair et al., 2006; Tavassolie et al., 2022). However, despite the knowledge that both preschool programs and high-quality and effective early intervention benefit children across their lifetime, limited research …

An Examination Of The Types Of Support Beginning Teachers In Public K-12 Schools Identify As Most Effective For Overcoming The Challenges They Encounter, Matthew S. Heckmann

Electronic Theses and Dissertations

This research study examines the types of support beginning teachers in public K-12 schools identify as most effective for overcoming the challenges they encounter. Self-Efficacy Theory (Bandura, 1977) serves as the theoretical framework guiding this research, aiming to understand how various types of support and challenges encountered impact the self-efficacy of beginning teachers. Through a qualitative phenomenological approach, individual semi-structured interviews were conducted with five beginning elementary teachers in Western Pennsylvania to explore the two research questions of this study through their lived experiences:

RQ1: What challenges do beginning K-12 public school teachers encounter early in their careers?

RQ2: Which …

The Detrimental Impact Of Early Childhood Exposure To Pornography, Leica Marie Estomo

The Scholarship Without Borders Journal

As pornography continues to become more easily and readily accessible, children are at higher risk of viewing it. This work aims to investigate the destructive impact of premature exposure to pornography, and the negative perceptions of sex and decision-making towards it as a result. The operational definition used defines “early exposure” as prepubescents (children of elementary-grade school ages) viewing explicit material through involuntary and accidental initial engagement, and “decision-making” as moral agency and choice of response and action. The populations searched focused more on American culture and its lens on sex and pornography, with the incorporation of other cultural frameworks …

Supporting Best Practices In Family Engagement: Our Week Of The Young Child Experience, Michelle Fazio Brunson, Faith S. Birdwell, April Giddens

Spark! Innovations in Early Childhood Education: A Research-to-Practice Journal for Educators

Family engagement is a collaborative process where early childhood professionals, families, and children build positive, goal-oriented relationships. Incorporating family engagement into preschool programs is not merely beneficial but essential for promoting holistic child development in programs where children feel safe, cared for, and secure. In this article, we share the benefits of effective family engagement activities for families with young children and describe how we celebrated the National Association for the Education of Young Children's 2025 Week of the Young Child.

Understanding And Supporting Sustained Attention In Young Children: What Research Tells Us About Choice, Play, And Teaching Conditions, Cynthia F. Dicarlo, Carrie L. Ota

Spark! Innovations in Early Childhood Education: A Research-to-Practice Journal for Educators

This article examines how sustained attention develops in young children and how different teaching conditions influence engagement during play. Drawing on studies with two-, three-, and four-year-olds, the findings show a developmental progression in which toddlers benefit from limited, adult-guided choices, while preschoolers sustain attention best when given autonomy to select their own materials. The article highlights how play, intentional choice-making, and age-appropriate scaffolding support children’s emerging self-regulation and engagement. Practical strategies are provided to help teachers design environments and interactions that promote deeper focus and independent learning.

Using Food As A Fun And Effective Teaching Tool In Preschool, Kelly Furr, Melani Duffrin, Eugene A. Geist

Spark! Innovations in Early Childhood Education: A Research-to-Practice Journal for Educators

Food is one of the most engaging, hands-on materials for preschool classrooms. This article highlights research from the Food FAN Academy (Furr, 2023), which demonstrates how food can be used as a teaching tool across early childhood learning environments. Practical strategies are provided for preschool teachers, including detailed lesson plans that connect to early math, science, literacy, and social development. The article emphasizes the importance of using everyday materials, cultural inclusivity, and active learning methods to promote curiosity, health awareness, and foundational skills in young learners.

Abcs Of Behavior: Strategies To Effectively Reduce Challenging Behaviors, Sarah Matthews

Spark! Innovations in Early Childhood Education: A Research-to-Practice Journal for Educators

This paper explores the application of the ABC (Antecedent-Behavior-Consequence) model and functional behavior assessments (FBAs) to understand and manage challenging behaviors in early childhood education settings. Grounded in developmental theory and informed by professional experience as an early interventionist, the paper emphasizes the importance of identifying behavioral triggers and using individualized, developmentally appropriate strategies. The role of collaboration among teachers, families, and specialists is highlighted as essential for consistent and effective intervention. Key strategies discussed include coaching caregivers, embedding interventions within natural classroom environments, and using positive, non-punitive approaches to time-out. The paper advocates for proactive, respectful behavioral guidance practices …

Letter From The Editor, Cynthia Dicarlo

Spark! Innovations in Early Childhood Education: A Research-to-Practice Journal for Educators

No abstract provided.

Teacher Leadership And Specially Designed Instruction: A Phenomenological Study Of The Lived Experiences Of Teacher Leaders And Special Education Teachers In Elementary Settings, Tangie M. Rahming

Dissertations

This qualitative phenomenological study examined the lived experiences of teacher leaders and special education teachers as they implemented Specially Designed Instruction (SDI) in elementary school settings. Despite SDI being a federally mandated component of the Individuals with Disabilities Education Act (IDEA), research consistently shows wide variation in how teachers interpret, deliver, and sustain SDI in real classrooms. Limited professional development, inconsistent coaching structures, and varying understandings of SDI across schools contribute to persistent gaps in implementation fidelity. To address these challenges, this study explored how teacher leaders support SDI implementation and how special education teachers make meaning of their instructional …

Early Childhood Educators' Perception Of Burnout: Impact On Educator Self-Efficacy, Teacher-Child Relationships, And Children's Emotional Regulation, Isaac M.D. Bowman

College of Education and Human Sciences: Dissertations, Theses, and Student Research

Early childhood educators (ECE) play a critical role in the academic advancement and nurturing care provided to children in their care, a distinct difference in role and responsibilities compared to traditional K-12 schooling. Published by the Buffett Early Childhood Institute, a report pertaining to ECE turnover revealed a nearly 40% annual turnover rate. Factors ECEs previously attributed to their exit of the early childhood education field involve low wage, low self-efficacy, and dealing with challenging behaviors. While not an exhaustive list, in a field relying predominantly on routine and consistency, ECE turnover rate highlights a necessity in exploring potential indirect …

Tennessee K-3 Teachers’ Perceptions Of Structured Literacy Curriculum Based On The Science Of Reading: A Phenomenological Approach, Amy L. Reece Townsend

Electronic Theses and Dissertations

The focus of this study was to explore the perceptions and knowledge of Tennessee kindergarten, first-grade, second-grade, and third-grade teachers regarding early literacy and science-based curricula that incorporate the science of reading. This study examined the experiences of kindergarten through third-grade teachers in a Tennessee school district as they transitioned to a structured literacy approach grounded in the science of reading. The goal was to understand how teachers adapted to the new methods, what helped them succeed, and what challenges they faced during the change.

Data collection included in-depth, semi-structured interviews. Analysis of data occurred in three phases: (a) categorization …

Building English Language Awareness In Pre-Service Content Teachers Across Thailand Through An Ai-Assisted Clil Approach, Thana Kruawong

Journal of Educational Research and Innovation

No abstract provided.

A Qualitative Analysis Of Educator Well-Being Through Teaching Sel: A Classroom Pilot, Laticia Follansbee, Madison Reid Reid, Chanda Murphy, Allison Henry

River Cities Industrial and Organizational Psychology Conference

Early childhood educators are expected to teach social emotional learning (SEL) in their classrooms, while educators themselves are in need of SEL as much as their students due to stress and burnout in this occupation being at an all-time high. We ran a small pilot study of a mindfulness, audio-based SEL tool (Moshi) to see whether brief daily use leads to easier implementation of SEL in the classroom and, in turn, relates to better educator well-being. In this qualitative study, we analyzed 12 transcripts from interviews and focus groups with 16 educators from 12 elementary schools after at least six …

Investigating The Relationship Between Noun Classes And Plant Folk Taxonomy In Chasu Language Of Kilimanjaro Region In Tanzania, Peter Rabson Mziray

Journal of Humanities and Social Sciences

The current study investigates the relationship between noun classes and plant folk taxonomy in Chasu (G 22). The study focuses on two objectives: the first objective is to describe the plant folk taxonomy in Chasu and the second objective is to determine the relationship between noun classes and plant folk taxonomy in Chasu. Data were collected from rural villages in Same and Mwanga districts by using free listing, field interviews (jungle-walk-and-identify), and written texts containing Chasu plant names. The findings reveal that Chasu folk taxonomy reflects different ethnobotanical categories; including a unique beginner which is mmea/mimea ‘plant(s)’, and three life …

Red: A Crayon’S Story Bibliotherapy, David Wolff

OER Materials

The goal of this assignment was for preservice teachers to practice writing a chain of questions that focused on the social and/or emotional needs of young learners. Bibliotherapy is therapeutic in nature to help individuals understand themselves and the world around them through guided reading experiences (American Library Association, 2025; Delisle & Galbraith, 2002). Further, bibliotherapy allow individuals to identify a personal problem mirrored by a character in a book. As the reader connects with the character, the reader experiences the emotions expressed by the character. Finally, the reader applies the character’s experience to their own personal problem (American Library …

Increasing Play Opportunities To Improve Development And Health For Children, Kallie S. Ellis, Wendy Tremaine, Emily Bush

Fall 2025 OTD Capstone Symposium

Children with disabilities often experience reduced opportunities for meaningful peer play, which can negatively influence their physical, cognitive, and social-emotional development. Early childhood environments play a critical role in supporting inclusive participation, yet many barriers—physical, social, and environmental—limit access to developmentally rich play throughout the school day. The purpose of this capstone project was to develop, implement, and evaluate a Tier-1, school-based program designed to increase meaningful play opportunities for preschool children ages 3–6, with and without disabilities.

A needs assessment was conducted with teachers and parents to identify developmental concerns and participation barriers related to fine motor, gross motor, …

Descriptive Inquiry To Advance Democracy In Early Childhood Special Education Teacher Preparation, Soyoung Park, Rae Leeper

All Faculty and Staff Papers and Presentations

The field of early childhood special education continues to be dominated by deficit-based perspectives of young disabled children. In contrast, Descriptive Inquiry supports educators to see children as multifaceted and full of strengths, promoting the democratic aim of schooling to nurture individual human flourishing for the good of society. Through a qualitative discourse analysis, we explore how 36 graduate students applied Descriptive Inquiry to their work with young disabled children. We highlight four cases of graduate students and their focus children in this article. Our findings indicate that Descriptive Inquiry can serve an important means of advancing democracy for young …

Navigating Early Intervention: The Experiences And Impact Of A Parent Coaching Model On Immigrant And Refugee Families In Rural Massachusetts, Emily Pleasant

Capstone Collection

Early Intervention (EI) programs play a critical role in supporting the developmental needs of children from birth to age three. This study explores the experiences of immigrant and refugee families engaging with EI services in rural Massachusetts, focusing particularly on the implementation and effectiveness of parent coaching models. Utilizing a mixed methods design that incorporates both narrative and phenomenological approaches, the research examines how families from culturally diverse backgrounds perceive and engage with EI services. This study discusses what barriers or facilitators they encounter throughout their journeys with Early Intervention. Preliminary findings suggest challenges related to language, cultural differences in …

Teacher Efficacy In Reading Intervention: The Role Of Coaching And Professional Development In Foundational Literacy, Susan S. Chapman

All Dissertations

This Dissertation in Practice utilized improvement science methods to increase teacher self-efficacy in foundational reading practices and to address the oral reading fluency (ORF) challenges of elementary students who consistently score below proficiency. Rooted in Bandura’s theory of self-efficacy and the Active View of Reading, the study aimed to build teacher confidence in delivering foundational reading instruction while improving student ORF rates. A Plan-Do-Study-Act (PDSA) cycle was implemented with second-grade teachers and targeted the following aim: increase ORF by 12 words correct per minute (wcpm) for students receiving Tier 3 intervention over an eight-week cycle. Coaching, using the student-centered coaching …

Are They Ready? Impacting Kindergarten Readiness Through The Science Of Reading, Traci T. Boyles

All Dissertations

The purpose of this research study was to investigate how Science of Reading (SOR) professional development for preschool teachers, implemented through collaborative teaching and assessment cycles, influences the kindergarten readiness of preschool students.

Students from impoverished families start kindergarten at a considerable disadvantage regarding literacy. Literacy-focused curricula and professional development for teachers strongly affect reading outcomes. Multi-Tiered Systems of Support (MTSS) provides a systemic framework for data-based problem solving and decision-making. The MTSS framework aligns literacy interventions with tiered supports to ensure all students receive the assistance they need to achieve reading proficiency.

The South Carolina Child Early Reading Development …

Connecting The Dots: Teacher Self-Efficacy, Student-Teacher Relationships, And Behavior Management In Early Childhood, Courtney Lewis

Graduate Theses and Dissertations (2019 - present)

This study was designed to explore the relationships between teacher self-efficacy, student-teacher relationships, and use of behavior management strategies in early childhood education. Previous research suggests that effective early childhood education improves a child’s academic and social outcomes. This study sought to explore factors contributing to teacher effectiveness in preschool teachers. The hypotheses were that (1) teacher self-efficacy will directly affect student teacher relationships, (2) that studentteacher relationships will directly affect teacher’s frequency, confidence, and success of their behavior management strategies, and (3) that student-teacher relationships will act as a mediating variable between teacher self-efficacy and the frequency, confidence, and …

Reflection And Reimagination As Resistance: Towards Humanizing Critical Writing Pedagogy, Grace Y. Kang, Sonia M. Kline

Language Arts Journal of Michigan

Given the pressures, demands, and standardization teachers face in our sociopolitically charged times, teachers need opportunities to reflect and reimagine their instruction. Drawing on critical and related scholarship, we conceptualize critical humanizing writing pedagogy. We share our instructional moves as teacher educators for enacting humanizing writing pedagogy in a graduate course and supporting teachers to enact humanizing writing pedagogy in their K-12 classrooms. Specifically, we show how a graduate student and practicing teacher found ways to shift toward critical orientations as she navigated her school’s curriculum and state standards. We argue that sociocultural and critical lenses provide powerful tools for …

Preschool Teachers’ Perspectives On Conceptual Movement In Academic Instruction: A Mixed- Methods Study With Implications For Early Math, Kehinde H. Orimaye

Electronic Theses and Dissertations

This convergent mixed-methods study investigated Missouri preschool teachers’ familiarity, implementation, and perceptions of conceptual movement (CM), the purposeful integration of bodily actions to support young children’s understanding of abstract academic concepts, particularly in early mathematics instruction. Grounded in embodied cognition and informed by enactivism and the theory of event coding (TEC), the study explored: (a) preschool teachers’ awareness and frequency of CM use; (b) how teacher characteristics such as experience, age group taught, and math anxiety relate to CM implementation; and (c) teachers’ perceptions of CM’s instructional value, implementation challenges, and professional development needs.

Quantitative data were collected through a …

One Story, Jo Hawkes

Plymouth Interdisciplinary Education Open Journal

This paper, originating from the ‘Power of Us!’ conference held in June 2025, reflects on the session titled One Story, which considered how stories can help us to learn about others. The paper offers an insight into the session, sharing reflections from the discussions and calling for a renewed attention to how we teach with literature and how we help children find a love of reading.

A Comparative Case Study Of Mentoring Practices By National Board Certified And Non-Certified Teacher Mentors, Bethany Mcclure

LSU Doctoral Dissertations

As preservice teacher candidates engage in field experiences that shape their development of teacher identity, it is important to examine their perceptions of the mentoring process. This study explored how preservice teacher candidates construct their own knowledge about mentoring as a process, as well as explored the perceptions of mentor teachers, both National Board Certified, and non-National Board Certified, as they facilitated the learning and growth of their mentees. Many prior studies on the mentoring process exist, however, a gap in the literature that was identified and explored through this study included the impact that National Board Certified Teachers have …