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Pre-Elementary, Early Childhood, Kindergarten Teacher Education Commons™

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2023

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Articles 91 - 116 of 116

Full-Text Articles in Pre-Elementary, Early Childhood, Kindergarten Teacher Education

Early Childhood Teachers’ Perspectives On Professional Development Activities, Gordia A. Ross Jan 2023

Early Childhood Teachers’ Perspectives On Professional Development Activities, Gordia A. Ross

Walden Dissertations and Doctoral Studies

AbstractEarly childhood teachers are an essential part of the education system in the United States, and professional development is a key means of ensuring that they have the required skills and education to meet the developmental needs of their young students. Although researchers have examined the professional development of kindergarten to Grade 12 teachers, they have not adequately explored early childhood practitioners' perspectives of professional development activities that support implementation of best practices. The purpose of this basic qualitative study was to explore early childhood educators' perspectives of professional development activities, using Knowles’s adult learning theory(andragogy) as the theoretical framework. …

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Teachers' Perspectives Of Implementing Language Modeling In Pre-Kindergarten Classrooms, Gena R. Puckett Jan 2023

Teachers' Perspectives Of Implementing Language Modeling In Pre-Kindergarten Classrooms, Gena R. Puckett

Walden Dissertations and Doctoral Studies

Teachers’ language modeling skills are important for children’s language development and school readiness. However, 34% of pre-kindergarten (pre-K) classrooms score in the low range on the language modeling dimension of the CLassroom Assessment Scoring System (CLASS) observation tool within the instructional support domain in a southern state. For this basic qualitative study, the purpose and research questions explored pre-K teachers’ perspectives on the challenges of implementing language modeling and the type of support they need to improve language modeling skills in a southern state. The conceptual framework that guided the study was Vygotsky’s sociocultural theory, specifically the concepts of the …

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K-3 Teacher Perspectives Regarding Herzberg’S Factors That Affect Teacher Retention, Leann Laury Jan 2023

K-3 Teacher Perspectives Regarding Herzberg’S Factors That Affect Teacher Retention, Leann Laury

Walden Dissertations and Doctoral Studies

Abstract In the United States teacher retention in K-3 classrooms has declined, and so has the retention rate for the charter elementary school located in the study state. The problem is teacher retention rates in K-3 schools have declined in the U.S. The purpose of this basic qualitative research study was to explore teachers’ perspectives regarding factors that affect teacher retention. Factors were Herzberg et al.’s motivation (satisfaction) and hygiene (dissatisfaction), which was used as the conceptual framework to address teachers’ perspectives about why they choose to remain in a school with low retention rates. This study involved using semistructured …

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Early Childhood Teachers’ Perspectives On Referring Black Students For Disciplinary Action, Adriuna Johnson Jan 2023

Early Childhood Teachers’ Perspectives On Referring Black Students For Disciplinary Action, Adriuna Johnson

Walden Dissertations and Doctoral Studies

Schools have reported disparities in the use of discipline on a nationwide scale. The problem for this study was that early childhood teachers referred Black students for disciplinary action or exclusionary discipline at higher rates than their peers.The purpose of this basic qualitative study was to explore early childhood teachers’ perspectives of referring Black students for disciplinary action. Weinstein, Curran, and Tomlinson-Clarke’s model of culturally responsive classroom management formed the conceptual framework that guided this study. The research question focused on teacher perspectives about referring Black students for disciplinary action. A basic qualitative design was used to capture the insights …

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Perspectives On Motor Skills Necessary For Kindergarteners’ Formal School Readiness, Allyson M. Schildt Jan 2023

Perspectives On Motor Skills Necessary For Kindergarteners’ Formal School Readiness, Allyson M. Schildt

Walden Dissertations and Doctoral Studies

Researchers have noted that before children can learn academics, they must first have developed motor skills. Motor skills are foundational to learning and integrated into other domains of learning as a child develops. The problem addressed through this basic qualitative study is that some kindergarten students in the northeastern United States lack motor skills necessary for formal school readiness, and kindergarten teachers are challenged to support students’ development of motor skills necessary for formal school readiness. The purpose of this study was to explore kindergarten teacher perspectives on kindergarten students’ motor skills necessary for formal school readiness. Thelen’s dynamic systems …

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Staff Perspectives On Parent Withdrawal From Maternal, Infant, And Early Childhood Home Visiting Programs, Dr. Laquetta Delores Peoples Jan 2023

Staff Perspectives On Parent Withdrawal From Maternal, Infant, And Early Childhood Home Visiting Programs, Dr. Laquetta Delores Peoples

Walden Dissertations and Doctoral Studies

The problem that was investigated through this study was the high withdrawal rates of families that enroll in MIECHV programs. Examining this issue provided data that will be shared with MIECHV programs to identify potential strategies to reduce high withdrawals. This basic qualitative study with semistructured interviews examined MIECHV staffs’ perspectives on the reasons for high withdrawals. The purpose of this study was to examine MIECHV program staff members’ perspectives on the reasons for the high withdrawal. The study was guided by Mowder’s parent development theory (PDT) and examined parenting as a continual process whereby parents constantly adjusted their parenting …

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Elementary Administrators' Perspectives And Experiences Of Supporting Students Through Nature-Based Learning, Amanda Marie Shelley Degoede Jan 2023

Elementary Administrators' Perspectives And Experiences Of Supporting Students Through Nature-Based Learning, Amanda Marie Shelley Degoede

Walden Dissertations and Doctoral Studies

Although nature-based learning (NBL) contributes to the development of students, itsinclusion in elementary schools is inconsistent. Researchers have established the benefits of nature to learning and child development, yet there is a gap in the literature on elementary administrators’ perspectives of and experiences with NBL. The purpose of this qualitative study was to explore elementary administrators’ perspectives of and experiences with NBL, its support of elementary student development, and its inclusion in elementary schools’ curricula and design. The research questions addressed elementary administrators’ perspectives of and experiences with NBL, how NBL supports student development, and how NBL is included in …

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Professional Development Needs Of Early Childhood Educators Teaching Children With Challenging Behaviors, Latashia L. Kelly Jan 2023

Professional Development Needs Of Early Childhood Educators Teaching Children With Challenging Behaviors, Latashia L. Kelly

Walden Dissertations and Doctoral Studies

AbstractEarly childhood educators have struggled to teach children with challenging behaviors, which can lead to suspension and expulsion. Although early childhood educators have limited professional development training in challenging behaviors, they are often not equipped to teach children with challenging behaviors. There is little research on how early childhood educators perceive their current training regarding teaching children with challenging behaviors. Exploring early childhood educators’ perceptions can determine what they need to teach children with challenging behaviors for a thriving classroom environment. The purpose of this basic qualitative study was to better understand educators’ perceptions regarding the type of professional development …

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Challenges In Improving Private Early Childhood Program Quality In Trinidad And Tobago From The Perspectives Of Program Administrators, Elizabeth Josephine King Oliver Jan 2023

Challenges In Improving Private Early Childhood Program Quality In Trinidad And Tobago From The Perspectives Of Program Administrators, Elizabeth Josephine King Oliver

Walden Dissertations and Doctoral Studies

In 2003, the Trinidad and Tobago Ministry of Education recommended that the early childhood care and education sector be regulated to improve the quality of programs. The problem is that the sector remains unregulated, and improving program quality in the private sector remains a challenge. This basic qualitative study examined private early childhood program administrators’ perspectives on challenges to improve program quality in Trinidad and Tobago. The research questions investigated the challenges private early childhood program administrators encountered in improving program quality and support needed for improvement. Ten purposively sampled private early childhood program administrators shared their perspectives. The conceptual …

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Early Childhood Teachers’ Perspectives On Their Responses To Children’S Challenging Behaviors, Dr. Sharon Denise Scallion Jan 2023

Early Childhood Teachers’ Perspectives On Their Responses To Children’S Challenging Behaviors, Dr. Sharon Denise Scallion

Walden Dissertations and Doctoral Studies

AbstractThe problem that was the focus of this study was the high rate of suspensions and expulsions of preschool children enrolled in independently funded childcare centers in Texas, and the lack of understanding of preschool teachers’ response to children’s challenging behavior. The purpose of this basic qualitative study was to explore preschool teachers’ perspective on how they handle children’s challenging behaviors, and what inclines teachers toward suspending or expelling children from independently funded childcare centers. Liu’s theory of children’s externalizing behavior provided the conceptual framework for the study. Ten preschool teachers from urban, independently funded childcare centers in Texas were …

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Early Childhood Teachers’ Perspectives On Referring Black Students For Disciplinary Action, Adriuna Johnson Jan 2023

Early Childhood Teachers’ Perspectives On Referring Black Students For Disciplinary Action, Adriuna Johnson

Walden Dissertations and Doctoral Studies

Schools have reported disparities in the use of discipline on a nationwide scale. The problem for this study was that early childhood teachers referred Black students for disciplinary action or exclusionary discipline at higher rates than their peers.The purpose of this basic qualitative study was to explore early childhood teachers’ perspectives of referring Black students for disciplinary action. Weinstein, Curran, and Tomlinson-Clarke’s model of culturally responsive classroom management formed the conceptual framework that guided this study. The research question focused on teacher perspectives about referring Black students for disciplinary action. A basic qualitative design was used to capture the insights …

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Perspectives On Motor Skills Necessary For Kindergarteners’ Formal School Readiness, Allyson M. Schildt Jan 2023

Perspectives On Motor Skills Necessary For Kindergarteners’ Formal School Readiness, Allyson M. Schildt

Walden Dissertations and Doctoral Studies

Researchers have noted that before children can learn academics, they must first have developed motor skills. Motor skills are foundational to learning and integrated into other domains of learning as a child develops. The problem addressed through this basic qualitative study is that some kindergarten students in the northeastern United States lack motor skills necessary for formal school readiness, and kindergarten teachers are challenged to support students’ development of motor skills necessary for formal school readiness. The purpose of this study was to explore kindergarten teacher perspectives on kindergarten students’ motor skills necessary for formal school readiness. Thelen’s dynamic systems …

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Early Childhood Teachers’ Perspectives Of Being A Pbis Coach, Tiesha Laquan Allen Jan 2023

Early Childhood Teachers’ Perspectives Of Being A Pbis Coach, Tiesha Laquan Allen

Walden Dissertations and Doctoral Studies

School districts across the United States have seen an increase in the number of students who need behavioral support. The problem is that early childhood teachers who serve as Positive Behavioral Interventions and Supports (PBIS) coaches have challenges implementing the PBIS framework because of lack of buy in and resources such as time and funding. This basic qualitative study was conducted to explore early childhood teachers’ perspectives of being a PBIS coach and their experiences with implementation within the school. The conceptual framework used for this study was implementation science. The research questions for this qualitative study focused on the …

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Perspectives Of Teachers On The Use Of Technology Within The Preschool Experience, Cynthia L. Basse Jan 2023

Perspectives Of Teachers On The Use Of Technology Within The Preschool Experience, Cynthia L. Basse

Walden Dissertations and Doctoral Studies

Due to the increased use of technology in people’s lives, digital media literacy has become increasingly more important in young children’s early experiences. When used appropriately, children discover how to use digital media in ways that enhance their learning, preparing them for the positive benefits of technology use across their lifetime. The problem investigated in this study is that preschool teachers reported they did not use technology within the preschool experience. The purpose of this study was to explore teachers’ perspectives on technology use within the preschool experience. The conceptual framework for this qualitative study was developmentally appropriate practice. The …

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Elementary Administrators' Perspectives And Experiences Of Supporting Students Through Nature-Based Learning, Amanda Marie Shelley Degoede Jan 2023

Elementary Administrators' Perspectives And Experiences Of Supporting Students Through Nature-Based Learning, Amanda Marie Shelley Degoede

Walden Dissertations and Doctoral Studies

Although nature-based learning (NBL) contributes to the development of students, itsinclusion in elementary schools is inconsistent. Researchers have established the benefits of nature to learning and child development, yet there is a gap in the literature on elementary administrators’ perspectives of and experiences with NBL. The purpose of this qualitative study was to explore elementary administrators’ perspectives of and experiences with NBL, its support of elementary student development, and its inclusion in elementary schools’ curricula and design. The research questions addressed elementary administrators’ perspectives of and experiences with NBL, how NBL supports student development, and how NBL is included in …

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Perceptions Of Preservice And Mentor Teachers Of Gaining Pedagogical Content Knowledge In Phonics And Phonemic Awareness, Penelope Maureen Montfort Jan 2023

Perceptions Of Preservice And Mentor Teachers Of Gaining Pedagogical Content Knowledge In Phonics And Phonemic Awareness, Penelope Maureen Montfort

Walden Dissertations and Doctoral Studies

Research has shown that, although phonics and phonemic awareness predict reading success, a majority of early learners still lack these skills. Research also showed that a majority of preservice teachers (PSTs) in early childhood education teacher (ECTE) may not have gained adequate pedagogical content knowledge (PCK) in phonics and phonemic awareness during their mentored practicums. This may have contributed to kindergarten students’ poor performance in phonics and phonemic awareness on the national literacy assessments between 2015 and 2018 in one education district in Guyana. These students are not prepared for reading success. Using a basic qualitative design, semistructured interviews were …

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Grade 3 Teachers’ Perceptions Of Challenges And Supports In Addressing Socioemotional Needs Of African American Students, Lavina Nicole Covin Jan 2023

Grade 3 Teachers’ Perceptions Of Challenges And Supports In Addressing Socioemotional Needs Of African American Students, Lavina Nicole Covin

Walden Dissertations and Doctoral Studies

Empirical evidence from researchers suggested that socioemotional learning is essential to academic success, reducing negative behaviors, and building confidence and resilience. The problem explored in this basic qualitative study was that Grade 3 teachers in Title I schools were not adequately equipped to handle African American students’ socioemotional and mental health needs. Guided by Seligman’s positive emotion, engagement, relationships, meaning, and accomplishments theory, the purpose of this qualitative study was to explore the perceptions of 10 local district Title I Grade 3 teachers regarding the challenges they face, and support they need to provide adequate socioemotional and mental health interventions …

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Public School Elementary Teachers’ Perspectives On Levels Of Workplace Stress And Needed Supports, Rima S. Granados Jan 2023

Public School Elementary Teachers’ Perspectives On Levels Of Workplace Stress And Needed Supports, Rima S. Granados

Walden Dissertations and Doctoral Studies

The problem addressed through this study was that public elementary school teachers in the United States have reported increasing levels of workplace stress. Teachers’ stress levels need to be studied and addressed because they affect students as well. The purpose of this basic qualitative study was to explore elementary public school K-3 teachers’ perspectives on their levels of workplace stress and institutional supports needed to reduce workplace stress. Coping-competence-context theory was the conceptual framework. Research questions explored elementary public school teachers’ perspectives on their levels of workplace stress, and their perspectives on the institutional supports needed to reduce workplace stress. …

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Professional Development Needs Of Early Childhood Educators Teaching Children With Challenging Behaviors, Latashia L. Kelly Jan 2023

Professional Development Needs Of Early Childhood Educators Teaching Children With Challenging Behaviors, Latashia L. Kelly

Walden Dissertations and Doctoral Studies

AbstractEarly childhood educators have struggled to teach children with challenging behaviors, which can lead to suspension and expulsion. Although early childhood educators have limited professional development training in challenging behaviors, they are often not equipped to teach children with challenging behaviors. There is little research on how early childhood educators perceive their current training regarding teaching children with challenging behaviors. Exploring early childhood educators’ perceptions can determine what they need to teach children with challenging behaviors for a thriving classroom environment. The purpose of this basic qualitative study was to better understand educators’ perceptions regarding the type of professional development …

Go to article

Challenges In Improving Private Early Childhood Program Quality In Trinidad And Tobago From The Perspectives Of Program Administrators, Elizabeth Josephine King Oliver Jan 2023

Challenges In Improving Private Early Childhood Program Quality In Trinidad And Tobago From The Perspectives Of Program Administrators, Elizabeth Josephine King Oliver

Walden Dissertations and Doctoral Studies

In 2003, the Trinidad and Tobago Ministry of Education recommended that the early childhood care and education sector be regulated to improve the quality of programs. The problem is that the sector remains unregulated, and improving program quality in the private sector remains a challenge. This basic qualitative study examined private early childhood program administrators’ perspectives on challenges to improve program quality in Trinidad and Tobago. The research questions investigated the challenges private early childhood program administrators encountered in improving program quality and support needed for improvement. Ten purposively sampled private early childhood program administrators shared their perspectives. The conceptual …

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Towards Pre-Service Teachers’ Theory-Praxis Nexus In Early Years English And Literacy Education: A Pilot Study, Maryanne Pale, Sarah Ohi, Lyn Kee Jan 2023

Towards Pre-Service Teachers’ Theory-Praxis Nexus In Early Years English And Literacy Education: A Pilot Study, Maryanne Pale, Sarah Ohi, Lyn Kee

Australian Journal of Teacher Education

International literature highlights that a perennial challenge for initial teacher educators is to guide Pre-Service Teachers (PSTs) to develop a comprehensive understanding of the relationship between theory and practice. Whilst there is a growing body of research that examines the relationship and/or the gap between theory and practice in teacher education, there remains a paucity of research that examines this phenomenon in the teaching of English and literacy units in higher education. This pilot study examined how PSTs from two Australian universities made connections and/or links (nexus) between their academic knowledge (theory) and professional experience (praxis) for the teaching of …

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'Half Of It's Out The Window': Exploring Tensions, Hierarchies And Positionalities Amidst The Changing Knowledge Base Of Early Childhood Teacher Education Discourses, Lauren Armstrong Jan 2023

'Half Of It's Out The Window': Exploring Tensions, Hierarchies And Positionalities Amidst The Changing Knowledge Base Of Early Childhood Teacher Education Discourses, Lauren Armstrong

Australian Journal of Teacher Education

Early childhood education is foregrounded in change. In Australia, this has encompassed the introduction, review and updates of national quality and curriculum frameworks from 2009, and changes to qualification requirements. Within the state of Victoria, further impacts have occurred due to the simultaneous introduction of a parallel curriculum framework. This paper draws on a qualitative study to examine how diverse teacher education discourses available to Victorian long day care educators have shaped their subject positions, discursive practices and reform engagement. Utilising Foucault’s concepts of discourse, knowledge and power, and Foucauldian Discourse Analysis [FDA], findings offer insight into how diverse teacher …

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‘We Were All Green And Brand New’: Mentoring In Theories Of Child Development For Australian Early Career Preschool Teachers, Emma Ellis, Andrea Reupert, Marie Hammer Jan 2023

‘We Were All Green And Brand New’: Mentoring In Theories Of Child Development For Australian Early Career Preschool Teachers, Emma Ellis, Andrea Reupert, Marie Hammer

Australian Journal of Teacher Education

Three Australian Government commissioned reports from 2011-2017 convey a longstanding child development theory-practice gap in early childhood education. This study explores what informs mentors’ discussions of theories of child development with early career preschool teachers. Grounded in Interpretative Phenomenological Analysis, themes relate to the wide role of the early childhood teacher, variation in initial teacher education, developing teacher identity, emotional connections, and consolidation and extension of university learning of child development theories. Critical discussion of themes from a Freirean perspective illustrates how mentors conveyed experiences of oppression, marginalisation, and liberation. We offer that though the child development theory-practice gap is …

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The Criticality Of Teacher Educator Wellbeing: Reflecting Through Arts-Based Methods, Kristina Turner, Georgina M. Barton Dr, Susanne Garvis, Ellen Larsen Jan 2023

The Criticality Of Teacher Educator Wellbeing: Reflecting Through Arts-Based Methods, Kristina Turner, Georgina M. Barton Dr, Susanne Garvis, Ellen Larsen

Australian Journal of Teacher Education

Teacher educators face many challenges related to workload and government-mandated reforms in Initial Teacher Education programs. Evidence suggests that COVID-19 has exacerbated these challenges as universities must become more cost-effective and improve research outcomes and impact, often resulting in heavier workloads. While these challenges may be faced in other disciplines, teacher educator wellbeing, stress and burnout is an under-researched field, and little is known about if and how teacher educators maintain their wellbeing during times of uncertainty. This collaborative autoethnographic study applied an arts-based research method to explore the wellbeing challenges faced by four Australian teacher educators through the lens …

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Participants’ Experiences In Heutagogy Teacher Professional Education In Indonesia, Silvia Handayani, Lewes Peddell, Tony Yeigh Jan 2023

Participants’ Experiences In Heutagogy Teacher Professional Education In Indonesia, Silvia Handayani, Lewes Peddell, Tony Yeigh

Australian Journal of Teacher Education

This study investigated a heutagogy-informed teacher professional education model designed to assist Indonesian teachers in achieving the competencies established by the Indonesian government to address teacher quality issues. The critical concepts of the model include self-determined learning, metacognitive reflection, collaborative learning, and capability development. An embedded design methodology, grounded in pragmatism as the overarching research paradigm, was employed for this investigation. The findings of this study provide significant insights for enhancing teachers’ professional education in Indonesia, particularly in terms of the effectiveness of heutagogy-informed approaches compared to traditional approaches of teacher training, with additional benefits stemming from heutagogy-informed, technology-facilitated learning …

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More Than Mindfulness: The Effectiveness Of An Ecospiritual Fellowship In Building Connection, Promoting Wellness, And Transforming The Ecological Worldviews Of Teachers, Medora West Willmore Jan 2023

More Than Mindfulness: The Effectiveness Of An Ecospiritual Fellowship In Building Connection, Promoting Wellness, And Transforming The Ecological Worldviews Of Teachers, Medora West Willmore

Antioch University Dissertations & Theses

Action towards planetary well-being requires more than environmental awareness, acquisition of knowledge, or technological fixes; it necessitates a sacred connection, recognizing interdependence, and an ethic that maintains dignity for all non-human beings. It requires a shift in our ecological consciousness from the dominator and exploitative (I-it) view to the connected and participatory (I-thou) view which is best facilitated by an emerging paradigm called ecospirituality. For the next generation to adopt this paradigm, teachers must first adopt it. The research goal was to to transform teachers’ relationship with the natural world by enlisting ecospirituality as central in supporting teacher wellness, as …

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