This dissertation investigates kindergarten teachers' beliefs and their teaching practices in science education through a qualitative case study. This study addresses these topics by exploring two key issues: First, it illustrates how kindergarten teachers think about teaching science to the students. Second, this study demonstrates how the teachers’ beliefs about teaching science affect the teaching practices in the classroom. The qualitative data was obtained through formal and informal interviews with four kindergarten teachers from a public elementary school. In addition, observation of the science lessons were also conducted. The teachers' beliefs about science education were classified based on Calderhead's (1996) categories about teachers' beliefs: 1) beliefs about students in science classes, 2) beliefs about teaching science classes, 3) beliefs about science as a subject, 4) beliefs about learning to teach science, and 5) beliefs about teachers’ roles in science classes. Based on the categories of teachers' beliefs, this study found a relationship between teachers' beliefs and how they teach science. In particular, the participant teachers preferred hands-on science activities and focused on children's interest in science. Their personal learning history and past schooling experiences appeared to inform their beliefs. However, this research also shows that some of the teachers' beliefs did not match the teaching practices in science lessons. As evidence, contrary to their beliefs, some of the participant teachers did not include as many hands-on activities because of the limited time allowed for science and the characteristics of the topics in science classes. Finally, the findings suggest there are differences between experienced and inexperienced teachers' in the beliefs and practices. For instance, experienced teachers believed that they were able to effectively manage the science classes, whereas inexperienced teachers showed concerns regarding managing the science class. Moreover, the experienced teachers actually demonstrated their expertise in successfully managing the class, while the inexperienced teachers experienced difficulty. Summary of findings, limitation, implications, and future research are discussed. / text

<p> This qualitative study explores the level of satisfaction of parents regarding early identification/intervention services for children who are deaf or hard of hearing (D/HH). The purpose of this study is to compare the progress of children who are D/HH with their hearing peers on elements used to measure the readiness of students to enter the first grade as measured by teacher and parental perception/satisfaction. This study will include a qualitative exploration of assistive strategies and parental choices regarding early-intervention services, amplification, and modes of communication. Furthermore, it will provide and analyze data concerning teacher and parent perception of the relative success of the various pre-school interventions for children with hearing losses. </p><p> The study employs a qualitative case-study methodology using an in-depth guided-interview format to collect data. Participants include four families of children who are deaf or hard of hearing. Triangulation of data sources is achieved through guided in-depth interviews with parents, document review, verbatim transcripts of all interviews, and personal observations. The findings reveal levels of functioning for children who are D/HH upon entry into the school system through the end of their kindergarten year and levels of parental satisfaction concerning their choices made about early-intervention services prior to their children's entry into the school system.</p>

<p> The purpose of this case study was to investigate and describe Recognition &amp; Response (R &amp; R) practices, a model of early literacy Response to Intervention, utilized by multidisciplinary staff teams in a purposively selected, inclusion-based preschool program in Southern California. Investigated R &amp; R practices included: (a) recognition of student needs through assessment, (b) collaborative problem-solving as a process to plan and evaluate next steps for students, and (c) response through a multi-tiered instructional approach. </p><p> The researcher utilized a qualitative case study design. The single district preschool program selected is comprised of ten inclusion-based classrooms located on two elementary school sites. The four-year old classrooms within this program were purposively selected for this study. The researcher designed an interview protocol, an artifact review form, and a classroom observation tool. </p><p> The findings of the study were synthesized into four overall conclusions. First, informal assessment is critical for providing intentional early literacy experiences to students. Second, informal problem solving between members of a multidisciplinary team is essential in planning an instructional response to support student early literacy needs. Third, a core literacy program that reflects agreed-upon literacy targets through thematic units and a range of learning formats across classroom is key to recognizing student early literacy needs. Fourth, the embedded use of multi-tiered instruction is a means of providing students with access to core literacy curriculum. </p><p> One policy implication is related to the current funding model for public preschool programs. The restrictions can serve as obstacles for implementing the practices described in this study. Three practice implications include the development of leadership and vision for early childhood programs, investment in the professional learning of early childhood education teams, and the allocation of time for teachers and support staff to engage in critical conversations. </p><p> Future studies that may benefit the early childhood profession include a longitudinal study of the program and a study of longevity of staff who serve on multidisciplinary teams. A third recommended area of study is to explore how, if at all, prompts support or hinder student independent use of learned skills in early childhood classrooms.</p>

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<p> A mixed-method explanatory sequential design utilizing surveys and interviews conducted at three Florida library systems examines caregivers&rsquo; perceptions of emergent literacy programming, how these perceptions compare with the National Research Council&rsquo;s Features for Quality Programs for children, and what is their motivation for attending these programs. The results from the survey and interview reveal that caregivers&rsquo; perceptions of emergent literacy programming align with the National Research Council&rsquo;s Features for Quality Programs. The data shows caregivers&rsquo; perceptions are very positive toward emergent literacy programming in terms of learning and the environment. Themes emphasized in the interviews on why caregivers are motivated to attend include socialization, getting out of the house, and free access. The results of these surveys and interviews will inform public libraries as to how to design, market, and deliver emergent literacy programming to caregivers with very young children.</p>

<p> Within this dissertation I discuss my experience as both teacher and researcher in an early childhood art education research project with the goal to challenge traditional conceptions of power and knowledge in work with young children. Inspired initially by the idea of reactivating children&rsquo;s traditionally subjugated knowledges, in this research I aimed to foster a space where children and adults could ethically collaborate in art, making, and research. Over the course of 10 weeks, this art classroom was built as a space created for children, grounded in notions of change, movement, trust, and respect. The children were not only encouraged to create their own opportunities for making, and also to challenge what it means to exist and make in the early childhood art classroom by engaging in play, exploration, and collaborations with adults. In what follows, I share some of the children&rsquo;s words and work in order to make their experience in this classroom space visible. Both their artworks and experiences are analyzed through various theoretical lenses, including theories surrounding nomadism and movement, ethical encounters, collaborations between adults and children, and chaos theory in play. Ultimately, I argue that challenging conventional understandings of power, authority, and knowledge in the art classroom demands resistance from both adults and children. However, this resistance is coupled with a responsibility for educators to listen deeply to what their students both want and need, and to embrace curricular spaces that welcome the unknown. Throughout this dissertation it is my hope to present new and different ways of being and engaging with young children in spaces of art education.</p>

<p> The purpose of this study was to explore the application of andragogical principles to real-time embedded coaching of parents, when teaching their children with hearing loss to talk. (Abstract shortened by ProQuest.) </p>

<p> The focus of this mixed methods study was to examine the possible differences between students who participated in the Missouri Preschool Program (MPP) and peers who did not attend the program. Areas examined through quantitative data in the study included academic achievement in communication arts in kindergarten, first grade, and second grade. The qualitative piece of the study included examination of areas such as social development, emotional development, and school readiness. Quantitative data were collected from one school district in rural southwest Missouri. These data came from Aimsweb assessments conducted at the district for the kindergarten, first-grade, and second-grade levels from 2009-2010 to 2015-2016. Students were grouped into cohorts (by school year), which were divided into two groups, students who participated in the MPP and students who did not participate in the MPP. An independent samples t-test was applied to examine the difference in the means of the scores between the two groups of students. There was not a statistical difference between the Aimsweb communication arts scores of students who participated in the MPP and scores of peers who did not participate in the MPP. This statement was true at all three grade levels examined. Kindergarten, first-grade, and second-grade teachers from the district were interviewed as part of the study. The educators who participated perceived benefits of attending a preschool program to include the following: readiness to enter school, advanced social development compared to peers who remained at home prior to school entry, fine motor development, and increased parental involvement.</p>

<p> The purpose of this self-study is to examine and analyze if and how an understanding of early childhood trauma informs my practice in my student-teaching placements in early childhood special education and a special day class (SDC) autism preschool. This study was informed by research in the field, as well as qualitative interviews on the subject. This study aims brings to light the need for more training and education on trauma-informed care in ECE. Data was collected through self-focused reflections and feedback from my colleagues on my work in my student-teaching placements at a center-based early intervention program in Oakland and an autism SDC preschool in San Leandro. Data was also collected through qualitative interviews with professionals working in the realms of early brain development and childhood trauma. This data was examined using an understanding of trauma&rsquo;s impact on brain development, behavior, learning, and interactions with others, the role of early childhood educators as protective factors who provide supportive, responsive care that fosters resiliency, as well as literature on trauma sensitive care. This study makes an important contribution to the literature because, while there is a great deal of literature on early childhood trauma in the fields of psychology and neurobiology, there is a disconnect between this knowledge base and what training early childhood educators receive and a general lack of trauma-informed care in early childhood settings. This study discusses how trauma-informed care can be put into practice in ECE and advocates for more training and implementation in these settings.</p>

<p> This qualitative descriptive study explored the experiences of three Kuwaiti pre-service teachers with guided reflection and the extent to which video technology facilitates reflection. The data sources were semi-structured and video-elicited interviews, field notes, and researcher reflective journals. The study was guided by two research questions: In what ways does video elicitation facilitate Kuwaiti pre-service teachers&rsquo; reflections? What do Kuwaiti pre-service teachers reflect about? I used Rogoff&rsquo;s Sociocultural Theory (2003; 1995) as my conceptual lens for this study which stresses the importance of cultural contexts in all areas of education. I developed a concept I call &ldquo;third-eye&rdquo; thinking to define a multifaceted approach to education and reflection. I also developed a concept I call &ldquo;cultural spheres of influence&rdquo; to describe the multitude of cultural influences that shape individuals and groups in unique ways. This study also depended on guided reflection to complement the process of video elicitation. The findings of my study indicated that video elicitation provided concrete material as a basis for reflection. My findings showed that Kuwaiti early childhood pre-service teachers reflected on various topics including: teaching tools and materials, strategies and techniques, everyday problems and challenges, classroom dynamics and management, and evaluators and the evaluation process. This research contributes to the existing body of literature by giving reflection a new culturally-rooted definition based on its application by Kuwaiti pre-service teachers and through a careful consideration of the cultural spheres of influences that shaped who the participants were and what they brought to the reflective process. </p>