Open Access. Powered by Scholars. Published by Universities.®
- Discipline
-
- Teacher Education and Professional Development (20)
- Curriculum and Instruction (19)
- Elementary Education (17)
- Language and Literacy Education (17)
- Bilingual, Multilingual, and Multicultural Education (15)
-
- Educational Methods (12)
- Educational Assessment, Evaluation, and Research (11)
- Secondary Education (10)
- Educational Leadership (9)
- Higher Education (9)
- Special Education and Teaching (9)
- Indigenous Education (8)
- International and Comparative Education (8)
- Online and Distance Education (8)
- University Extension (8)
- Adult and Continuing Education (7)
- Pre-Elementary, Early Childhood, Kindergarten Teacher Education (7)
- Scholarship of Teaching and Learning (7)
- Educational Technology (6)
- Instructional Media Design (6)
- Other Education (6)
- Social and Behavioral Sciences (5)
- Curriculum and Social Inquiry (4)
- Educational Administration and Supervision (4)
- Educational Psychology (4)
- Social and Philosophical Foundations of Education (3)
- Sociology (3)
- Vocational Education (3)
- Institution
-
- Bank Street College of Education (6)
- Edith Cowan University (6)
- University of South Alabama (6)
- University of Montana (5)
- South Dakota State University (3)
-
- George Fox University (2)
- Nova Southeastern University (2)
- University of Nebraska at Omaha (2)
- Australian Council for Educational Research (ACER) (1)
- Brigham Young University (1)
- Cedarville University (1)
- Collin College (1)
- Fayetteville State University (1)
- Fordham University (1)
- Louisiana State University (1)
- Purdue University (1)
- SUNY Buffalo State University (1)
- Stephen F. Austin State University (1)
- United Arab Emirates University (1)
- University of Nebraska at Kearney (1)
- University of South Florida (1)
- Valparaiso University (1)
- Virginia Commonwealth University (1)
- Walden University (1)
- Western Michigan University (1)
- Keyword
-
- Early childhood (6)
- Early childhood education (4)
- Curriculum (3)
- Poverty (3)
- Preschool (3)
-
- English Language Learners (2)
- English as a Foreign Language (2)
- Environment (2)
- Home-school connection (2)
- Literacy (2)
- Aboriginal education (1)
- Afterschool reading program (1)
- Alone space (1)
- Anti-bias; anti-racist; young children; racism; early childhood (1)
- Arts based pedagogy (1)
- Barriers to reading (1)
- Behavior (1)
- Bilingual children (1)
- Bilingualism (1)
- Brain development (1)
- Bullying (1)
- Career (1)
- Children Literature (1)
- Children's literature (1)
- Children’s forest (1)
- China (1)
- Classroom literacy assessment; teacher knowledge (1)
- Coaching; leadership; Singapore; principals; change (1)
- Code-mixing (1)
- Cognates (1)
- Publication
-
- Australian Journal of Teacher Education (6)
- Occasional Paper Series (6)
- University of Montana Journal of Early Childhood Scholarship and Innovative Practice (5)
- Empowering Research for Educators (3)
- Journal of Curriculum, Teaching, Learning and Leadership in Education (2)
-
- The Christian Librarian (2)
- The Qualitative Report (2)
- Bridge/Work (1)
- Channels: Where Disciplines Meet (1)
- International Developments (1)
- International Journal for Research in Education (1)
- Journal of Educational Research and Practice (1)
- Journal of Multicultural Affairs (1)
- Journal of Multilingual Education Research (1)
- Journal of Practitioner Research (1)
- Journal of Research Initiatives (1)
- Journal of Social Theory in Art Education (1)
- Journal of Undergraduate Research (1)
- Purdue Journal of Service-Learning and International Engagement (1)
- Quest (1)
- Reading Horizons: A Journal of Literacy and Language Arts (1)
- The Journal of Balanced Literacy Research and Instruction (1)
- The Language and Literacy Spectrum (1)
- Undergraduate Research Journal (1)
Articles 31 - 49 of 49
Full-Text Articles in Early Childhood Education
Critique Of The Creative Curriculum For Preschool, Hannah Gullickson, Raelynn Cameron, Lucy Marose, Irene Tiefenthaler, Tasha Van Nice
Critique Of The Creative Curriculum For Preschool, Hannah Gullickson, Raelynn Cameron, Lucy Marose, Irene Tiefenthaler, Tasha Van Nice
University of Montana Journal of Early Childhood Scholarship and Innovative Practice
No abstract provided.
Empathy Institutionalized: Sociocultural Dialogue As A Strategic Peacebuilding Initiative, Emily Owens
Empathy Institutionalized: Sociocultural Dialogue As A Strategic Peacebuilding Initiative, Emily Owens
Bridge/Work
A common adage used in psychological exploration tells us that “If you want to know the end, look at the beginning.” While typically employed to emphasize the importance of upbringing and environment on personal outcomes, this phrase can be equally applicable in examining the ways in which society has developed over time to produce our polarized sociopolitical culture of today. This work explores from an integrative psychosocial perspective the potential that exists in working to define a new “end” by shaping a new “beginning,” through going directly to the institutions that comprise our own beginnings— schools. Through a combined research …
A Program For Teacher Induction, Patricia Lager 7701725, Katherine Bertolini
A Program For Teacher Induction, Patricia Lager 7701725, Katherine Bertolini
Empowering Research for Educators
Even though many novice teachers are prepared academically to deal with subject matter, many of them enter the teaching field unprepared for many of the other aspects of teaching such as dealing with grading programs, insurance claims, inventory and various other matters that differ from school-to-school. Often these new teachers feel isolated and unsupported and possibly do not realize what they do not know or the proper questions to ask. This results in nearly 29% of them leaving the field within their first three years and around 39% leaving within their first five years. This project proposes creating a teacher …
The Purpose Of Education: What Should An American 21st Century Education Value?, Krista Shilvock
The Purpose Of Education: What Should An American 21st Century Education Value?, Krista Shilvock
Empowering Research for Educators
A survey taken by 511 respondents dealt with such issues as past and current educational practice preparation, educational purposes in America, core class subjects, and soft skill teachings. Its results revealed a public opinion believing the primary goal of education as teaching students to adapt to any situation they find themselves in. Other results include a lack of preparation in current practices for life beyond education, although workforce preparation is adequate. Also, soft skills ought to see a curriculum of their own and taught explicitly to students in education instead of implicitly enforced, hoping parents alone taught these skills previously. …
Development Of One’S Teaching Philosophy: The Three “R’S” Of Relationships, Relevancy, And Rigor, Mary Bowne
Development Of One’S Teaching Philosophy: The Three “R’S” Of Relationships, Relevancy, And Rigor, Mary Bowne
Empowering Research for Educators
A common practice for educators is to develop a teaching philosophy which helps them become reflective practitioners on various teaching and learning strategies. This narrative will address how one faculty member identified common themes within her online and face-to-face classes that held students accountable, yet eager to come to class and learn the important content and develop the unique traits mentioned. Through the use of various data methods and current literature and research available, the author identified three common themes within her teaching and classroom environment. Those themes are identified as the 3 “R’s”: Relationships, Relevancy, and Rigor.
Exploring Teacher Factors That Influence Teacher-Child Relationships In Head Start: : A Grounded Theory, Shiyi Chen, Beth Phillips
Exploring Teacher Factors That Influence Teacher-Child Relationships In Head Start: : A Grounded Theory, Shiyi Chen, Beth Phillips
The Qualitative Report
The purpose of this paper was to explore factors that influence teacher-child relationships in Head Start. Three Head Start teachers from three centers were recruited for this study. Interview and observation data were analyzed using a grounded theory approach by using the qualitative data analysis software NVivo. Two coders completed the coding process. Inter-coder reliability and other triangulation techniques were employed to ensure the credibility of this study. The analysis revealed factors that teachers perceived as beneficial or harmful to their relationships with children. Three main themes emerged: professionalism (i.e., teacher beliefs, education, and work experience), teacher self-efficacy (i.e., teacher …
Connecting Stem Curriculum With Social Emotional Learning In Early Childhood, Aaron Peterson
Connecting Stem Curriculum With Social Emotional Learning In Early Childhood, Aaron Peterson
Undergraduate Research Journal
The purpose of this study was to explore how STEM based curriculum integrated with the Social Emotional Learning (SEL) framework can enhance learning and overall development in early childhood learners. Participants were preschoolers (N=24) between the ages of 3-5 enrolled in the Child Development Center during summer at a Midwestern mid-sized university. This study collected both quantitative (rubric scores) and qualitative data (interviews and observations) and used control and experimental groups. The control group followed the standard curriculum procedures already in place and the experimental group included STEM curriculum without SEL instructions. Data was analyzed using descriptive statistics. Using the …
Exploring Professional Knowing, Being And Becoming Through Inclusive Pedagogical Approach In Action (Ipaa) Framework, Sunanta Klibthong, Joseph S. Agbenyega
Exploring Professional Knowing, Being And Becoming Through Inclusive Pedagogical Approach In Action (Ipaa) Framework, Sunanta Klibthong, Joseph S. Agbenyega
Australian Journal of Teacher Education
Despite extensive changes in early childhood inclusive education policy and practice, various barriers continue to inhibit access and participation of children with special needs in inclusive schools. Often mentioned barriers include negative beliefs, lack of understanding of inclusive pedagogy and the effectiveness of professional development to improve teacher knowledge to reduce these barriers. This study reports on a Thai Bureau of Special Education professional development partnership program with an Australian inclusive school in which 16 early childhood teachers from Thailand participated. This community of practice inquiry project generated qualitative data from pre- and post-professional workshops semi-structured interviews and analysis of …
Teachers’ Phonological Awareness Assessment Practices, Self-Reported Knowledge And Actual Knowledge: The Challenge Of Assessing What You May Know Less About, Karyn Carson, Anne Bayetto
Teachers’ Phonological Awareness Assessment Practices, Self-Reported Knowledge And Actual Knowledge: The Challenge Of Assessing What You May Know Less About, Karyn Carson, Anne Bayetto
Australian Journal of Teacher Education
This study investigates the relationship between early childhood (EC) and early years’ primary school (EYPS) teachers’ phonological awareness (PA) assessment practices, self-reported PA knowledge and actual PA knowledge. Method: A survey design was employed whereby 102 registered Australian EC and EYPS teachers responded to questions regarding PA assessment practices, self-reported PA knowledge and actual PA knowledge. Results: The results showed: a) more than 80% of teachers use PA assessments, with EYPS teachers conducting frequent assessments and EC teachers conducting rare-to-occasional assessments; b) over-estimation of self-reported PA knowledge; c) low levels of actual PA knowledge; and d) high usage of observations …
Strengthening Identities And Involvement Of Aboriginal Children Through Learning On Country., Elizabeth M. Jackson-Barrett, Libby Lee-Hammond
Strengthening Identities And Involvement Of Aboriginal Children Through Learning On Country., Elizabeth M. Jackson-Barrett, Libby Lee-Hammond
Australian Journal of Teacher Education
Djarlgarra Koolunger (Canning River kids) is a culturally centred outdoor learning project referred to as ‘On Country Learning’ or OCL. The project explores Aboriginal connectedness to the spiritual, social, cultural, environmental and geographic dimensions of particular outdoor spaces. This allows Indigenous and non- Indigenous students and their educators to connect at what Nakata (2007) terms the ‘cultural interface’. OCL offers opportunities to transform the ways in which schools engage with Aboriginal perspectives whilst facilitating deep learning through what we describe as culturally responsive pedagogies. This paper stories the journey of Aboriginal students and their teachers, engaging in learning that is …
A Leadership Strategy: Coaching, A Singaporean Example, Marjory A. Ebbeck, Connie Seah Geok Lian
A Leadership Strategy: Coaching, A Singaporean Example, Marjory A. Ebbeck, Connie Seah Geok Lian
Australian Journal of Teacher Education
The demand for recruiting and retaining early childhood teachers remains a challenging problem in the early childhood field in Singapore as well as in many other countries. A research study was devised to investigate if the use of a ‘coaching approach’ could bring about change in teachers’ participation in their centre’s management and organisational climate. The study involved 72 teachers and seven principals from seven, privately owned child care centres. A before-and-after study intervention was conducted over an 18-month period of time. Results showed significant statistical increases in that a coaching intervention had made a difference to both teachers and …
Perceived Attributes Of Music Teaching Effectiveness Among Kindergarten Teachers: Role Of Personality, Yau-Ho Paul Wong, Wing-Chi Margaret Lau
Perceived Attributes Of Music Teaching Effectiveness Among Kindergarten Teachers: Role Of Personality, Yau-Ho Paul Wong, Wing-Chi Margaret Lau
Australian Journal of Teacher Education
: Musical activity has been found to be beneficial to young children’s all-round development in kindergartens. The purpose of this study was to investigate the relationship between kindergarten teachers’ perceived attributes of music teaching effectiveness and personality. Eighty-eight in-service kindergarten teachers rated themselves using a set of Attributes of Music Teaching Effectiveness (AMTE) and the sensing-intuitive dimension of the Myers Briggs Type Indicator. Results showed that 75% (66 of 88) and 25% (22 of 88) of the teachers were sensing types and intuitive types, respectively. The former prefers a directive approach in music teaching to children, whereas the latter …
Embedding Play-Based Learning Into Junior Primary (Year 1 And 2) Curriculum In Wa, Jenny A. Jay, Marianne Knaus
Embedding Play-Based Learning Into Junior Primary (Year 1 And 2) Curriculum In Wa, Jenny A. Jay, Marianne Knaus
Australian Journal of Teacher Education
Governments and their policy decisions inevitably influence the pedagogical practices of teachers. There have been considerable curriculum changes and national reforms in Australia with the implementation of two very different national curricula documents in the early childhood sector in the last decade. The political landscape in Western Australia is even more complex with the mandating of the National Quality Standard (NQS) in all public schools from Kindergarten to Year two. The introduction of the NQS has impacted on the teaching and learning in the early years of school, and in particular, the inclusion of play-based teaching strategies. The tensions that …
Context-Focused Grammar Teaching: A Comparison Between English Present Perfect And Past Tenses And Affects On Korean English Learning, Seungheui (Ellie) Lee
Context-Focused Grammar Teaching: A Comparison Between English Present Perfect And Past Tenses And Affects On Korean English Learning, Seungheui (Ellie) Lee
Despite massive amounts of time Korean English Learners (KLL) study English grammar, they continue to have problems becoming proficient in verb tenses, especially the present perfect. This study examines this problem through a linguistic comparative analysis of Korean and English present perfect and past tenses. Two possible reasons for KLL difficulty with verb tenses could be mode of instruction and L1 interference.
Not “One China,” Not “One Culture”: Multicultural Exploration Of Differences And Similarities Between Mainland China And Taiwan, Philip J. Ward, Michelle Loo
Not “One China,” Not “One Culture”: Multicultural Exploration Of Differences And Similarities Between Mainland China And Taiwan, Philip J. Ward, Michelle Loo
This study focuses on the outwardly similar cultures of Taiwan and mainland China and the subtle differences within them. The study was conducted as part of the requirements of doctoral program in Instructional Design and Development at a public university in the southeastern United States. Using a qualitative case study approach, the study demonstrates that there are cultural similarities between mainland China and Taiwan, however instructors should also be aware of the differences when developing relationships with students and developing course content. A mini-workshop was developed for the study to help teach instructors about the two cultures. However, the mini-workshop …
Connecting North And South: Engaging Latin American English Learners, Kenyan Intercultural Communications And American Undergraduate Students Through Reciprocal Service Learning, Laureen Fregeau, Ukaiko A. Bitrus-Ojiambo, Suhana Chikatla, William Cornejo
Connecting North And South: Engaging Latin American English Learners, Kenyan Intercultural Communications And American Undergraduate Students Through Reciprocal Service Learning, Laureen Fregeau, Ukaiko A. Bitrus-Ojiambo, Suhana Chikatla, William Cornejo
Reciprocal Service Learning through videoconferencing is an efficient tool for connecting native English speakers of various world Englishes and ELs in other nations for the benefit of all. The authors of this study recognize the reciprocal nature of teaching and learning and the social justice of equalizing power structures through the inclusion of participants and researchers from both North and South as members of a project and research team. Through participant observation and document review the authors examine the experiences of educators and learners in the phenomenon of reciprocal service learning through videoconferencing focused on cultural competence and English language …
Employing Word Study With Spanish-Speaking Els, Timothy Rodriquez
Employing Word Study With Spanish-Speaking Els, Timothy Rodriquez
Phonics Instruction has had a controversial history. How to teach phonics to Spanish-speaking ELs is also controversial. Understanding the differences between Spanish and English and how phonics instruction occurs in each language would be insightful. Also, knowing how the nature of the two languages affects instruction would be beneficial. Furthermore, exploiting similarities between English and Spanish and examining differences will bolster instruction. This paper will discuss the reasons for word study and how it may be utilized to teach spelling and decoding to Spanish-speaking ELLs.
The Use Of Response To Intervention With English Learners, Anna Burnley
The Use Of Response To Intervention With English Learners, Anna Burnley
RTIs assist teachers in adjusting instruction to support ELs in acquiring English and content-area knowledge and learning behaviors. The use of RTIs with ELs can supplement support for ELs as an integrated concept of the sheltered instruction (SI) commonly provided for this student population.
From The Editor, Laureen Fregeau