There is little evidence in the literature that early childhood (EC) teachers are using developmentally appropriate practices (DAP) in implementing computer applications in their classrooms. The purpose of this study was to identify EC teachers' perspectives about the use of developmentally appropriate computer applications and to identify their perspectives on strategies for implementing change toward greater use of developmentally appropriate computer applications. The study was based upon Joseph and Reigeluth's conceptual framework of systemic change processes, which provides educators with the foundation to achieve sustainable changes. The research questions that guided this qualitative case study were designed to obtain teachers' perspectives about the use of DAP while embedding technology into EC classrooms and strategies that might be used in encouraging use of DAP computer applications. Data collection included semistructured interviews with 10 EC teachers in one school and reviews of relevant documents. Data from interviews and document reviews indicated a perceived need for more integration of developmentally appropriate computer technology in the classroom and for increasing teachers' knowledge of DAP through training and staff development. Recommendations for schools included finding more and varied technology funding sources, placing greater school emphasis on the importance of a learning organization, and increasing stakeholder involvement. For teachers, recommendations were to develop additional instructional strategies for embedding DAP technology into the classroom. This study has the potential to help stakeholders and EC teachers enhance the fidelity of instruction and students' learning in the classroom.

The cultural and linguistic diversity of the United States is growing rapidly and early intervention service providers are very likely to work with families whose cultures differ from their own. Service providers must consider the multiple cultural factors of families which contribute to family dynamics and the potential for miscommunication is high when the cultural frameworks of early intervention providers differ from those of the families they serve. Culturally responsive practices have been put forth in the theoretical literature as a way to increase successful communication and service provision but there is limited research investigating the beliefs, experiences, and practices of early intervention providers regarding cultural responsiveness and the efficacy of specific practices. This study utilized an exploratory case study methodology with multiple case analyses to investigate the expressed beliefs and practices of in-service early intervention providers regarding culturally responsive practices and comparing them to the tenets of best practice set forth in the conceptual literature. Specifically, the study tested the theory that cultural responsiveness is an integral component of effective early intervention service provision.

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Collaborative models of teacher education have grown from the belief that through such models we can improve the quality and availability of truly inclusive opportunities for children with diverse abilities and their families. Little is known however as to the extent collaborative models are capable of influencing inclusive service delivery or in terms of their efficacy to impact the relative inclusive practice of their graduates as compared to other models of teacher education. As an important first step toward examining the relative worth and efficacy of collaborative models of early childhood teacher education, this case study applied a conceptual framework derived from activity systems theory (Engeström, 1987; 1999) and the recommended research framework for investigation into collaborative models (Pugach & Blanton, 2009) to consider one such teacher education program as a system. Doing so offers the literature a description of one program's parameters of practice and efforts to produce effective, inclusive teachers and leaders through a collaborative approach; something that was previously lacking in the literature base. Working to understand how this teacher education program operates as a system helped characterize the parameters of practice specific to collaborative program dimensions. Elements of harmony and tension as well as cultural tools specific to the program's attempts to meet its object and ultimate outcome per activity theory were also identified. Finally, case study analysis of this particular program through the conceptual framework provided insight related to current and future efforts of collaborative early childhood teacher education and broader teacher education reform

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