<p> This qualitative research examined how two early childhood educators initially integrated tablet technology in the curriculum through classroom observation, interviews and a review of documentation. The overall question was: how are early childhood educators initially integrating tablet technologies in the curriculum? The researcher also asked three sub-questions to further delve into developmentally appropriate practice while choosing apps. The three sub-questions ranged from what the early childhood educators believed about the impact of tablet technology within the curriculum, to how the early childhood educators were choosing developmentally appropriate apps. </p><p> The results of the research were the early childhood educator were initially integrating tablet technology at a cautious pace, but were not aware if the apps were developmentally appropriate. The researcher observed for seven weeks with 14 observations per educator. The observations and unobtrusive documentation showed that the iPads were used as a teacher driven goal. The children did not get to choose an app during the 7 weeks study. Each educator had an app in mind for each observational period. The researcher observed that many of the children, in one particular room, never had an opportunity to use the iPad. </p><p> The data collection strategies for this study were unobtrusive documentation, interviews, and unobtrusive observations. The unobtrusive documentation was the lesson plans submitted by one of the educators and app lists. The researcher arranged pre- and post-interview for the two educators. Though the unobtrusive documentation, observations and interviews, the researcher answered the initial research questions as well as the three sub-questions.</p><p> Seven themes emerged from the data. The themes included: a slow and cautious pace of integrating technology, the limited access to iPads, evidence of the lack of emphasis in lesson planning, need for more and continuous professional development, a trial and error approach to app selection, educators reliance on others for app selection, and uninformed app selection.</p>

<p> The purpose of this study is to examine how educators are working to foster sustainability through cultivating nature awareness in young children. Data were collected in the form of qualitative semi-structured interviews, which were analyzed using descriptive and deductive coding methods. Findings were viewed through the lens of critical pedagogy and the methods and models of teaching for nature awareness, which included ecological literacy, place based education, and education for sustainable development. There were five major themes and findings that emerged from the interviews with the participants in this study: terms and definitions used, personal stories, strategies for teaching nature awareness and sustainability, barriers, and current issues. This study may benefit those wishing to begin or continue to foster sustainability through teaching nature awareness. The literature review presented in the study aims to address the gap between the practice and pedagogy in teaching for nature awareness and sustainability.</p><p> <i>Keywords:</i> teaching, nature awareness, sustainability, educators, young children, elementary, preschool, school, natural world, ecological literacy, place-based education, education for sustainable development, critical pedagogy</p>

<p> The purpose of this comparative study was to examine the connection between the implementation of a quality early childhood program and the kindergarten readiness of prekindergarten students as measured by the Developmental Indicators for Assessment of Learning-DIAL-3. The researcher analyzed historical data obtained from approximately 40 students in the Study Site School District in the prekindergarten programs at Woodbridge Elementary School for the 2008-2009 and 2009-2010 school years. </p><p> The researcher developed two research questions: a) What impact does a MODESE approved, research-based early childhood program have on the kindergarten readiness of prekindergarten students in the Study-Site School District as measured by the DIAL-3? and b) Will there be a difference in the average DIAL-3 scores of the students who did not participate in a DESE approved early childhood program and the average DIAL-3 scores for students who did? </p><p> The implementation of a high quality early childhood program, (the independent variable) was measured by the change in DIAL-3 scores on each subtest for each of the participants (dependent variable). The results were then compared to the scores of the control group, the students that did not participate in a high quality early childhood program. Using a two-tailed t-test to examine the difference between the mean scores of participating and non-participating students, the researcher found that overall there was no statistically significant difference in scores of students who participated and those who did not.</p>

Thesis (Ph. D.)--University of Wyoming, 2005. / Title from PDF title page (viewed on Feb. 20, 2008). Includes bibliographical references (p. 105-116).

Thesis (M. Env. St.)--University of Adelaide, Mawson Graduate Centre for Environmental Studies, 1993. / Includes bibliographical references (leaves 82-91).

Thesis (Ed.D.)--University of Waikato, 2008. / Title from PDF cover (viewed January 14, 2009) Includes bibliographical references (p. 211-222)

Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2007. / Source: Dissertation Abstracts International, Volume: 68-11, Section: A, page: 4665. Adviser: Michaelene M. Ostrosky. Includes bibliographical references (leaves 138-150) Available on microfilm from Pro Quest Information and Learning.

Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2008. / Source: Dissertation Abstracts International, Volume: 69-11, Section: A, page: 4236. Adviser: Michaelene Ostrosky. Includes bibliographical references (leaves 101-113) Available on microfilm from Pro Quest Information and Learning.

Thesis (Ph.D.)--Indiana University, School of Education, 2006. / Source: Dissertation Abstracts International, Volume: 67-04, Section: A, page: 1216. Adviser: Mary B. McMullen. "Title from dissertation home page (viewed May 14, 2007)."

<p> The quality of educators&rsquo; teaching practices is a crucial aspect of children&rsquo;s learning. This is why researchers, policy makers, teacher educators and educational leaders have focused their efforts on developing methods and programs to support educators&rsquo; teaching practices. Although teachers are the ones who actually apply the contents and skills learned in professional development programs, there is little research that considers their perspectives. The purpose of this study was to explore Latina immigrant early childhood teachers&rsquo; professional identity and perspectives about their professional learning and development (PLD) experiences. Data collection consisted on eight in-depth face-to-face interviews with early childhood educators who work in four multicultural Head Starts, and who self-identified as Latina Spanish-speaker. Data analysis was conducted using open and axial coding techniques. The main findings suggest that Latina immigrant teachers share some values, beliefs and experiences that might play a role in shaping their careers, as well as their identities as teachers and learners. Also, the findings suggest that teachers present a positive attitude towards ongoing professional learning. However, they believe that in order to be effective for their learning, PLD programs should include more active, collaborative and contextualized approaches. Additionally, the findings indicate that teachers perceive that their work environments constrain their possibilities to fully exercise their profession.</p><p>