• Refine Query
  • Source
  • Publication year
  • to
  • Language
  • 564
  • 328
  • 62
  • 52
  • 51
  • 42
  • 32
  • 31
  • 21
  • 16
  • 9
  • 8
  • 8
  • 7
  • 4
  • Tagged with
  • 1547
  • 759
  • 500
  • 477
  • 422
  • 394
  • 389
  • 267
  • 261
  • 256
  • 228
  • 198
  • 179
  • 177
  • 174
  • About
  • The Global ETD Search service is a free service for researchers to find electronic theses and dissertations. This service is provided by the Networked Digital Library of Theses and Dissertations.
    Our metadata is collected from universities around the world. If you manage a university/consortium/country archive and want to be added, details can be found on the NDLTD website.
1171

The Influence of Children's Gender on Preschool Teachers' Math Talk in the Classroom

Sarah, N., Lange, Alissa A. 15 November 2018 (has links)
No description available.
1172

Effects of a Preschool Professional Development Model on Teacher Science and Math Knowledge

Nayfeld, Irena, Lange, Alissa A., Mano, Hagit 25 June 2018 (has links)
Research overwhelming identifies science, technology, engineering, and mathematics (STEM) domains as vital to young children’s later school achievement (Duncan et al., 2007; Grissmer et al., 2010; Morgan, Farkas, Hillemeier, & Maczuga 2016; Watts et al. 2014). However, preschool teachers rarely receive in-depth training in math and science, and culturally and linguistically diverse students from low-income backgrounds are particularly at risk for lower academic outcomes in these domains (Brenneman, Boyd & Frede, 2009; Barnett, 2008; Cognitive Development & Beyond Project, 2009). The ScMath-Dll Instrument for Teacher Learning (SMILE) assessment tool was developed to measure teacher’s knowledge. Items relevant to each workshop assess the following: (1) content knowledge; (2) understanding of the developmental learning trajectory of the concept covered; and (3) application of the content and developmental trajectory to classroom practice (pedagogical content knowledge: PCK). Further information about the intervention and the SMILE assessment, as well as implications and future directions, will be discussed.
1173

Preliminary Effects of a Preschool Stem Professional Development Model on Teachers’ Attitudes and Beliefs

Lange, Alissa A., Jung, Kwanghee, Nayfeld, Irena, El-Moslimany, Hebbah, Mano, Hagit, Figueras-Daniel, Alexandra 13 April 2018 (has links)
Preschool science, technology, engineering, and math (STEM) is important for later learning for all children, including dual language learners (DLLs). However the preschool workforce is generally not well prepared to teach STEM or to work with DLLs, and attitudes and beliefs may play a role in teachers feeling challenged to provide high quality STEM teaching. The objectives of the SciMath-DLL professional development (PD) model are to improve attitudes and change beliefs of educators, increase preschool teachers’ knowledge, and improve classroom instruction around STEM and supports for dual language learners (DLLs). This paper provides preliminary results from a randomized trial of participation in the SciMath-DLL PD on preschool educators’ attitudes and beliefs.
1174

Expanding a Math and Science Library-Based Program to Reach Preschool Teachers and Children

El-Moslimany, Hebbah, Lange, Alissa A. 27 April 2017 (has links)
Math and Science Story Time (MASST) program is a library-based informal education program that aims to increase access to high-quality early science, technology, engineering, and mathematics (STEM) books, activities, and content for young children. We developed and piloted resources to expand MASST beyond a family engagement program by inviting preschools to participate in the program. The purpose was to connect the local library with preschool classrooms, provide resources for educators, and bridge the gap between formal and informal learning environments. The present study examines the effects of participation in MASST on preschool educators and children.
1175

Teacher Candidates' Lesson Planning Challenges (an Action Research to Inform Practice)

Facun-Granadozo, Ruth 11 July 2018 (has links)
No description available.
1176

Reflective Thinking and Teacher Candidates’ Paradigm Shift

Facun-Granadozo, Ruth 12 June 2017 (has links)
No description available.
1177

Teacher Candidates’ Perplexities on Phonemic Awareness, Phonics, and Morphemic Awareness: Implications for Early Childhood Teacher Educators

Facun-Granadozo, Ruth 18 November 2015 (has links)
No description available.
1178

Research Evidence for Environment Recommended Practices

Trivette, Carol M., Garrett, Michael, Zhao, Hongxia, Landry, Carol 01 October 2016 (has links)
No description available.
1179

The Effects of an Early Childhood Stem Professional Development Model on Coaching Effectiveness

Lange, Alissa A., Nayfeld, Irena, Mano, Hagit 10 June 2018 (has links)
No description available.
1180

Design and Evaluation of an Early Childhood Professional Development Model to Teach STEM to Dual Language Learners

Lange, Alissa A., El-Moslimany, Hebbah, Jung, Kwanghee 06 April 2017 (has links)
No description available.

Page generated in 0.0527 seconds