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Inside perspectives on early childhood program quality : a case study of teacher beliefs and embedded practices / Title on signature form: Inside perspective on early childhood program quality : a case study of teacher beliefs and embeded practicesOsman, Hanan T. 10 January 2012 (has links)
A cross-case approach was employed to examine early childhood teachers’
perspectives on quality of early childhood programs and how they embed those
perspectives in their daily classroom practices. Questions explored teachers’ education levels, years of experience, and the ways in which their individual perspectives are manifested in the classroom. Three early childhood teachers were interviewed and observed, each with a different level of education: Child Development Associate (CDA)certification, associate’s degree in early childhood education, and bachelor’s degree in
early childhood education. Each teacher worked in a licensed, nationally accredited
program that is rated at the highest level of the Indiana quality rating system, Paths to QUALITY (Level 4). Qualitative methods were used, including analysis of teacher
surveys and interview transcriptions, as well as CLASS observations. Results indicated that the three teachers held similar perspectives on the importance of professional development, but they differed on the preferable way to obtain professional development: college education versus in-service training. There was a clear divergence among the teachers regarding the importance of a college degree in relation to manifestations of quality in the classroom. While the three teacher agreed that there is a lack of respect associated with their profession, they did not agree on the reasons behind this lack of respect. Likewise, all three voiced a need for increased support in their roles, but they had varying ideas of what that support should entail. The three teachers also varied in their understanding of the global concept of quality, specifically in regard to the National Association for the Education of Young Children accreditation and the quality rating system. While the teachers holding associate’s and bachelor’s degrees displayed similar quality implementations, the teacher with a CDA was not observed to apply the same level of quality practices.
This study has implications for practice and for future research. In order to meet
professional development needs that can ensure quality practices, teacher education
programs and non-formal training agencies need to provide early childhood teachers with
professional development opportunities that help them advance their knowledge and link
theories to application in the classroom. Opportunities should focus on personal factors and meet the individuality of the early childhood teacher. Policy makers and state administrators need to value the role of the early childhood teacher by providing a
classification system that links qualifications to salaries and positions. Compensation initiatives for early childhood teachers should be brought into discussion and linked to the quality rating system’s children and dollars received per program. There is a necessity for future research into the perspectives of early childhood teachers in a cross-case study with teachers who hold an early childhood education/child development bachelor’s degree. Such future investigation may indicate additional similarities or differences in beliefs on quality in early childhood education and could illuminate potential methods for ensuring that teachers are able to provide the level of quality that is called for. / Department of Elementary Education
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An investigation of the impact of small group direct vocabulary instruction on the vocabulary development of kindergarten children living in povertyBenson, Katie A. 20 July 2013 (has links)
The purpose of this study was to determine the extent to which tri-weekly
evidence-based vocabulary lessons implemented throughout the regular school day would
increase kindergarten students’ expressive and receptive vocabulary development, thus
decreasing the vocabulary gap exhibited between low-income children and their more
advantaged peers upon entering kindergarten. The participants in this study were
kindergarten students at an elementary school in the Midwest. The students in the control
group received their normal vocabulary instruction from the district’s adopted reading
series. The experimental group students received instruction from the evidence-based
direct instruction vocabulary lessons found in Judy Montgomery’s The Bridge of
Vocabulary. Data was collected before and after the intervention took place using the
Peabody Picture Vocabulary Test, Fourth Edition and the Expressive Vocabulary Test,
Second Edition, and was analyzed using an ANOVA to compare growth.
Analysis showed that students who received the vocabulary intervention made
significantly greater growth in both expressive and receptive vocabulary development than students who received vocabulary instruction from the adopted reading series. More
specifically, the students from poverty who received the intervention made significantly
greater vocabulary development than the students from poverty who did not receive the
intervention. / Department of Elementary Education
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The relationship of classroom quality to kindergarten achievementBurson, Susan J. January 2010 (has links)
Access to abstract permanently restricted to Ball State community only / Access to thesis permanently restricted to Ball State community only / Department of Elementary Education
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Early Childhood Educators' Knowledge of Developmental Milestones (KDM) and Appropriate Play Materials (KPM) in Relation to their Developmentally Appropriate Practices (DAP) in Child Care Centres in QuebecDi Francesco, Nathalie 04 May 2011 (has links)
The quality of early childhood education and care programs greatly impacts children’s development and well being. The classroom environment, program content and approach and early childhood educators’ characteristics are some of the elements that influence quality and thus have effects on young children’s development. Past research has indicated that early childhood education and care programs in Quebec have received on average low/minimal or mediocre ratings of quality and were also found to lack developmentally appropriate play materials (Drouin, Bigras, Fournier, Desrosiers, & Bernard, 2004; Goelman et al., 2006; Japel, Tremblay, & Cote, 2005).
The present study set out to explore elements that may influence the quality of child care classrooms in the province of Quebec. Early childhood educators’ knowledge and developmentally appropriate practice (DAP) were examined to determine the relationship between these elements. Early childhood educators’ knowledge of developmental milestones (KDM) and knowledge of appropriate play materials (KPM) were found to be weak but educators reported strong developmentally appropriate beliefs (BDAP) and practices (PDAP).
Results demonstrated positive correlations between early childhood educators’ declarative knowledge of developmental milestones (KDM), knowledge of appropriate play materials (KPM) and their beliefs and practices of developmentally appropriate practice (BDAP and PDAP). Educators’ levels of declarative KDM were positively correlated with their level of declarative KPM. In addition, educators’ BDAP was positively correlated with their level of declarative KPM, but their reported DAP was not linked to their level of KDM. Implications for the field of ECEC as well as early childhood education programs in CEGEPs and Universities in Quebec and across Canada are discussed in light of the study’s findings and limitations.
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A Study On The Structural And Process Quality Of Earlychildhood Education And Care Centers In AnkaraTekmen, Belkis 01 September 2005 (has links) (PDF)
Due to the recognition of the significance of early childhood years worldwide there has been a dramatic increase in the number of early childhood education programs in Turkey. However, the increase in the quantity of such programs bring the question of quality. in this study the structural and process quality of earlychildhood education and care centers in Ankara is investigated and compared depending on the institutions thay are affiliated to. The data for this study is gathered through a combination of quantitative and qualitative methods.
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Dialogue engagements : a space for early childhood educators to talk, listen, and study documentation /Wong, Alice. January 2006 (has links)
Thesis (M.Ed.)--York University, 2006. Graduate Programme in Education. / Typescript. Includes bibliographical references (leaves 120-123). Also available on the Internet. MODE OF ACCESS via web browser by entering the following URL: http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:MR19664
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Thai teachers' beliefs about learner-centered education implications for Success for Life Thailand /Israsena, Vasinee. Morrison, George S., January 2007 (has links)
Thesis (Ed. D.)--University of North Texas, Aug., 2007. / Title from title page display. Includes bibliographical references.
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Early childhood education reform : a narrative study of teachers' responses.Chan, Po Wah, January 2004 (has links)
Thesis (Ed. D.)--University of Toronto, 2004. / Adviser: Michael Connelly.
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Exploring a socio-technological design for knowledge development : the millenium dialogue on early child development /Zijdemans, Anita S. January 2005 (has links)
Thesis (Ph. D.)--University of Toronto, 2005. / Includes bibliographical references (leaves 155-166).
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Korean ece teachers' strategies for addressing challenging behaviorKim, Yeon Ha, January 2007 (has links)
Thesis (Ph. D.)--University of Missouri-Columbia, 2007. / The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on December 26, 2007) Includes bibliographical references.
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