<p> This phenomenological study explored five pre-kindergarten and five kindergarten teachers' expectations for entering kindergarteners, the sources of teachers' expectations, and nature of collaborations between pre-kindergarten and kindergarten programs. Data was collected through face-to-face interviews. The findings suggested that: (a) there were similarities and differences in expectations of both groups of teachers; (b) participants did not have differential expectations for children from different backgrounds, such as children's race and ethnicity, gender, and socioeconomic status; (c) teachers' ideal expectations did not always match with the competencies of children in their own classrooms; (d) teachers' classroom experience was the most influential source of teachers' expectations; and (e) there was no systematic collaborative relationships between participating pre-kindergarten and kindergarten programs. The study's findings suggest the need for sustained collaborative relationships among preschool programs, kindergarten, and families of preschoolers to communicate realistic expectations for kindergarten.</p>

<p> This qualitative multiple case study was undertaken to answer the following question: How did Reading Recovery^&reg; (RR) teachers and former Reading Recovery teachers in a mid-sized rural school system in the southeastern United States describe the influences of their Reading Recovery training as it related to their current professional lives? Additional questions included: (1) How did training in Reading Recovery position the teacher as a reading expert within her school? (2) How did Reading Recovery change her approach to working with struggling readers? (3) How did the "behind the glass" experience impact the teacher's own teaching? (4) How did training affect the teacher's ability to discuss complex reading problems with co-workers? (5) How has Reading Recovery training influenced the teacher's professional goals and ambitions? (6) How has the passage of time since the teacher's training year altered her perception of the usefulness of her training? </p><p> Two case studies were undertaken to answer these questions. Both studies involved face to face interviews, teacher observations, and electronic journal entries submitted by the participants. Case Study One looked at the professional lives of three currently active Reading Recovery teachers and revealed five themes: (1) Instructional empowerment, (2) Increased professional status, (3) Reliance on a community of learners, (4) Concern for the whole child, and (5) Lack of teaching/working time. </p><p> Two years later, Case Study Two was initiated. At this time Reading Recovery had been discontinued in the county school system. A total of 12 former RR teachers were interviewed, observed on the job, and contributed to electronic journals. Five themes emerged from this study: (1) Instructional knowledge from theory, (2) Student benefits, (3) School and community benefits, (4) Professional benefits, and (5) Personal benefits. The overarching theme for both cases was - Power through <i>Knowledge</i>. Unanticipated findings included: self-imposed teacher accountability, professional courage, "knowledge envy" by non-RR individuals, and the transferability of Reading Recovery knowledge outward into the school and local community.</p>

<p>Children need to be ready to enter kindergarten, or they may begin to fall further and further behind. The achievement gap may start prior to children entering kindergarten due to their lack of early learning opportunities. The purpose of this study was to examine the perceptions of kindergarten teachers regarding which readiness skills preschool children should master prior to entering kindergarten in order to be successful. </p><p> A literature review supports the variance in perceptions kindergarten teachers have in relation to readiness skills. The conceptual framework starts with a brief history of preschool programs. Following is a discussion regarding the benefits of preschool programs. Next is an overview of the rigor of kindergarten and the transition between preschool and kindergarten. Finally, what readiness skills children need in order to be successful in kindergarten will be reviewed. </p><p> This quantitative study surveyed 30 kindergarten teachers in a suburban school district with nine elementary schools. From these surveys, data were collected on kindergarten teachers' perceptions of the readiness skills needed. The results indicated that kindergarten teachers endorsed social-emotional skills as very important skills that should be taught prior to entering kindergarten. Directions for future research or implications for practice are discussed. </p>

<p> The National Association for the Education of Young Children (NAEYC) Position Statement of Developmentally Appropriate Practices (2009) serves as a pedagogical framework for best practice among early childhood educators. Developmentally Appropriate Practice (DAP) is guided by what is known about how children develop and learn. Teachers draw upon these principles to make decisions about planning experiences which promote learning and optimize children's growth. The DAP statement is accepted in the early childhood field as the standard by which quality early learning experiences are defined and is used as a guidepost for planning (Copple &amp; Bredekamp, 2009).</p><p> Copple and Bredekamp (2009) state that "intentional teachers are purposeful and thoughtful about the actions they take, and they direct their teaching towards the goals the program is trying to help children reach" (p. 10).</p><p> This qualitative descriptive study explored preschool teachers' perceptions of DAP and their use of DAP in planning learning experiences. Semi-structured interviews and document analyses were utilized to examine potential gaps between preschool teachers' perceptions and more fully understand daily planning decisions related to DAP. Utilizing Rubin and Rubin's responsive interviewing model (2012), (<i>N</i>=7) degreed preschool teachers employed at NAEYC accredited group care facilities were interviewed. Findings revealed inconsistencies among teachers' descriptions of key learning experiences for preschool children, implementation of learning experiences, and planning practices, thus, indicating a disconnect between theory and DAP.</p><p> The findings of this study may benefit pre-service and in-service teacher training programs as well as administrators of childcare centers. It is useful in identifying ways in which preschool teachers' understandings of developmentally appropriate practice can be further supported and developmentally inappropriate perceptions can be challenged.</p>

<p> This qualitative case study is an investigation of the role of race, school context, and personal and professional experiences in the formation of an early childhood teacher's professional identity. Data sources included interviews, observations, conversations, field notes, and school artifacts. Member checking, triangulation, and extended observation supported the trustworthiness of the results. The findings of the research indicate that major themes related to identity formation included family influence, teaching values and beliefs, and identity shift. Main themes related to the minority status of the participant were emotions and feeling of alienation. Finally, major themes related to school context and personal and professional experiences included relationships with children and parents, relationships with teachers and staff members at the school, early learning experiences, and images of a good teacher. The study concludes with suggestions for early childhood education programs and future researchers.</p>

<p> The purpose of this feminist case study was two-fold: (1) to describe the ways that Collaborative Inquiry (CI) can be proposed as a counter-discourse of professional development that acknowledges the multiple forms of personal and professional knowledge among five women preschool practitioners, and (2) to explore alternative constructs of the preschool practitioner that seek to disrupt the preschool teacher/child care worker dichotomy. Data were collected through transcripts of CI group meetings, semi-structured participant interviews, selected researcher field notes, and participant observations during select classroom visits and meetings with participants. Feminist and poststructural perspectives set forth by Butler (1990), Osgood (2010), and Foucault (1977), among others, were utilized to interpret the data. Findings from the CI process included the importance of conversation and 'small talk' informal and shared readings, the use of student documentation and artifacts, and collaboration as important tools and processes of the group. Findings from the case included the positioning of the Center and its staff within a business discourse. Data revealed how these preschool practitioners complied with and/or negotiated the discursive practices of power relations, regulation, normalization, and surveillance, as the Center participated in the voluntary <i>Step Up to Quality</i> accreditation process to increase Center funding. </p>

Thesis (Ph.D.)--Indiana University, School of Education, 2005. / Source: Dissertation Abstracts International, Volume: 66-01, Section: A, page: 0078. Adviser: Mary B. McMullen. Title from dissertation home page (viewed Oct. 11, 2006).

<p> There were dual purposes of this exploratory, case study. The first purpose was to investigate and describe the teaching strategies of six Head Start teachers within one program in Oregon whose dual language learners had shown gains of at least three levels in receptive and expressive English language development, as determined by their assessment ratings in Teaching Strategies GOLD Assessment System. The second purpose was to identify what, if any, professional development strategies and resources have been beneficial to those teachers in promoting English language development for children who are dual language learners. </p><p> This qualitative study utilized three data collection methods: interviews, observations and review of artifacts. The one-on-one interviews with the purposive sample of teachers occurred during the first phase. The interview questions were designed to learn about teaching strategies utilized by Head Start teachers to promote English language development for children who are dual language learners as well as teachers' relevant professional development resources and opportunities. During the second phase of the study, the <i>Classroom Assessment of Supports for Emergent Bilingual Acquisition</i> (CASEBA) instrument was used to conduct classroom observations in each of the six teachers' classrooms. Furthermore, a review of relevant artifacts was conducted during the observations. </p><p> Seven conclusions emerged from the study. First, home language support in the classrooms contributed to English language development. Second, teachers' use of pictures, gestures and other visual cues promoted children's comprehension of English. Third, culturally responsive curriculum was not necessary for promoting enhanced language outcomes. Fourth, a supportive social/emotional environment in the classroom contributed to progress in expressive language development. Next, singing songs with gestures and high quality teachers' talk in English also contributed to expressive language development. Lastly, professional development, formal and informal, is beneficial and needed for preschool teachers. </p><p> Five recommendations emerged from the study. Policy recommendations are for college teacher preparation programs to require coursework pertaining to dual language learning and for programs to actively recruit bilingual teachers. Practice recommendations are for programs to implement a Planned Language Approach, set up peer mentoring and training opportunities, and for teachers to plan individual and small group read alouds. </p>

<p> The purpose of this research study was to better understand the learning process related to experiential learning that occurs for early childhood education students in the early childhood education capstone course. Limited research exists on the nature of learning that occurs in the early childhood education capstone experience. A basic interpretive qualitative design was used for this investigation. Seven students enrolled in an early childhood capstone course at a community college were interviewed for the study. Qualitative methods were used to collect data from the students via interviews. Each participant engaged in three interviews, resulting in a total of 21 interviews. Each participant was interviewed by phone and digitally recorded for accuracy. </p><p> An analysis of the data revealed that the nature of learning that occurs during the early childhood capstone course is experiential. The theoretical framework for this study was derived from the research on teacher education, early childhood education, and adult learning. The three concepts that emerged from this study are (a) influence on students' learning, (b) perception of students' learning, and (c) the nature of learning. </p>

<p> This study employed pragmatic parallel mixed methods to determine the impact of TPD on early childhood teachers' pedagogical methodology and English acquisition by young children in South Korea. The data included observations from the TPD sessions and classrooms, interviews and lesson plans, as well as the pre- and post- test scores of the 42 participant children. The findings have provided valuable insights into (1) how the HIA TPD program could serve as a means of effective TPD, positive impact on the growth of teachers' English instructional practice, and young children's English learning, and (2) the benefits for children in the treatment group that was generally greater than the control group in the areas of VA, LS, and PA skills. Implications for further research on TPD and other supports for the integrated early childhood English education were discussed.</p>