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Full-Text Articles in Early Childhood Education
Design And Validation Of A Test For Teachers: Measuring Knowledge Of Trauma, Jennifer B. Bilbrey
Design And Validation Of A Test For Teachers: Measuring Knowledge Of Trauma, Jennifer B. Bilbrey
Electronic Theses and Dissertations
Research and interest in trauma-informed pedagogy have grown substantially. Trauma-informed pedagogy includes knowledge of trauma symptoms, associated behaviors, and environmental and instructional trauma-informed strategies. Various scales measure attitudes and experiences with trauma-informed practices; however, the literature suggests a lack of validated tests measuring teachers' knowledge of trauma. Reliable and valid tests measuring knowledge are critical when determining the professional development needs of both pre-service and in-service teachers. This multi-phase study aimed to fulfill this need by creating the Teachers’ Knowledge of Trauma (TKOT) test. With the guidance of literature and qualitative data from eight early childhood professional peers, a 50-item …
A Study Of Empathy And Teacher Self-Efficacy Among Preservice Early Childhood Educators, Amy Wilson
A Study Of Empathy And Teacher Self-Efficacy Among Preservice Early Childhood Educators, Amy Wilson
Electronic Theses and Dissertations
The present study sought to examine empathy and teacher self-efficacy among preservice early childhood teachers. Participants were selected from two courses in East Tennessee State University’s early childhood education program. A total of 18 students from their second year of study and 33 students from their fourth year of study participated. This totaled to 51 participants (92.2 % white, 2% African American and 2% Native American; 96.1% female, 3.9% male). An online survey that contained three sections, background information, the Interpersonal Reactivity Index, and the Teacher Sense of Efficacy Scale was sent to the participants. After online surveys were completed, …
Teachers And Their Perceptions About Adaptive Skill Training Within An Early Childhood Comprehensive Development Classroom For Students With Intellectual Disabilities, Jennifer R. Lynberg
Teachers And Their Perceptions About Adaptive Skill Training Within An Early Childhood Comprehensive Development Classroom For Students With Intellectual Disabilities, Jennifer R. Lynberg
Electronic Theses and Dissertations
This dissertation investigated teacher perceptions about adaptive skill training within an early childhood comprehensive development classroom for students with intellectual disabilities. The purpose of this study was to gain a better understanding about adaptive skills from a teacher's perspective. The aims of the study were to help educators understand the role of comfort level, importance of adaptive skills, planning for adaptive skills, and connecting adaptive skills to an academic outcome. A quantitative, cross-sectional design was used, and an online survey was completed by 254 special education teachers. The participants that completed the survey were 93% female and on average had …