Thesis PlanB (M.S.)--University of Wisconsin--Stout, 2008. / Includes bibliographical references.

This investigation examined the relationship between teachers' credentials and teachers' child-rearing beliefs and preschoolers' social development at Jordan/ Amman private preschool settings. The participants were 946 (474 boys and 474 girls) 4 to 5-year-old preschool children attending private schools at the directorate of Amman /Jordan and their teachers (70). An instrument was administrated to the teachers in order to measure the degree to which their credentials and beliefs relate to preschool children's social development. Teachers' credentials and child-rearing beliefs were assessed by using Parental Modernity (PM) Scale for Child-rearing and Educational Beliefs (Schaefer and Edgerton, 1985). Preschool children's social development was assessed using Social Skills Improvement System (Gresham & Elliot, 2008). Pearson Moment Product Correlation and multiple regression were used to analyze existence of possible relationships. The analyses examined differences in teachers' credentials and child-rearing beliefs. The Analyses also examined differences in problem behaviors and social skills of preschoolers whose teachers possess traditional beliefs and had low credentials. The findings suggested that more than half of the preschool teachers (71.43%) had low credentials and (77.14%) had traditional beliefs. There were significant, relationship between teachers' credentials and teachers' child-rearing beliefs. Also the findings suggested that teachers' credentials and beliefs were consistent with preschool children's social development and problem behaviors. / A Dissertation Submitted to the School of Teacher Education in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy. / Summer Semester, 2010. / June 24, 2010. / Preschoolers Social Development, Early Childhood Education, Teachers' Education / Includes bibliographical references. / Ithel Jones, Professor Directing Dissertation; Robert A. Schwartz, Committee Member; Diana Rice, Committee Member; Joseph Valente, Committee Member.

Thesis (MTchLn)--University of Canterbury, 2007. / Typescript (photocopy). Includes bibliographical references (leaves 107-113). Also available via the World Wide Web.

Thesis (M.S.)--Virginia Polytechnic Institute and State University, 1994. / Vita. Abstract. Includes bibliographical references (leaves 96-103). Also available via the Internet.

The purpose of this phenomenological study was to understand, describe, and make meaning of the experiences of early childhood educators of young foster care students. The researcher examined the experiences of teachers regarding the attachment behaviors of their foster care students. This study also sought to explore how early childhood teachers implement their curriculum and how they design their classroom environment to meet the needs of young foster care children. Data collection and analysis included 20 questionnaires and 20 face-to-face semistructured interviews. Data analysis consisted of a three step process. The first step began by reading interviews through a holistic approach. During this step, the researcher read the entire transcript as a whole before digging deeper. The second step in coding was a selective reading. In this step, the researcher read through each transcript by finding key words and/or phrases. The third step in the coding process was a detailed reading. The researcher read the text word-by-word. This step aided the researcher in finding those words that captured the phenomenon of the teachers. The researcher found three major overarching themes: social and emotional behaviors, triad relationship, and classroom accommodations. This study revealed three main themes: attachment-related behaviors of social and emotional development, teacher relationship strategies with student and caregiver, and classroom curricular and environmental adjustments. Within all three of these themes was an underlying theme of a teacher-as-mother perceived attachment from the teachers. The teacher-as-mother perceived attachment was embedded in the experiences of the teachers. It is recommended that this main theme be explored in future research. The experiences of the teachers were completely based on their experiences in this study. The way they intervened on behalf of their foster care students did not appear to relate to any professional development or training; it was entirely based on their experiences. It is recommended that the arena of early childhood would benefit immensely with a course, training, or professional development in learning about the foster care system and dealing with young children in foster care. / Includes bibliography. / Dissertation (Ph.D.)--Florida Atlantic University, 2018. / FAU Electronic Theses and Dissertations Collection

It has long been acknowledged that pre-service Early Childhood teachers enter university with a notable lack of confidence, high levels of anxiety and an aversion to science and mathematics. Unless redressed during their time spent at university, such negative attitudes may ultimately influence the quality of science education these teachers offer to young children. This study considers the affective attitudes to science and science education of those people considered to be central to the education of young children.Specifically the study investigates the attitudes and backgrounds in science/ science education, of academics, pre-service and in-service teachers together with their attitudes towards teaching science to young children. The attitudes to science of a group of young children, aged between 4 and 8 years, were also investigated in the study. The potential links between the attitudes held by each group was of great interest to the researcher who considered the ways that academics promoted the teaching of science to young children, the factors influencing the willingness of pre-service and in-service teachers to present science to young children and the effect that teachers have on the responses of young children to science.The findings suggest that in contrast to the attitudes towards science of pre- and in-service teacher groups in the study, the young children and academics displayed attitudes such as interest, curiosity, confidence and enjoyment towards their experiences in science. There was a strong link between the memory of prior experiences in science and the present attitudes to science of the adult participants. The implications of the study are that science education in the early years will be enhanced if ways can be found to provide more positive science related experiences for pre-service and in-service teachers.

The purpose of this research was to explore the beliefs and practice of early childhood teachers in Catholic schools in Australia. In particular, the research investigated the teachers’ beliefs about teaching, learning and Religious Education. Also examined in this thesis was the classroom practice of early childhood teachers and the factors that impacted on their stated beliefs and translation into classroom practice. Whilst there are empirical studies that explore early childhood teachers’ beliefs and practice, there were no studies which explore early childhood teachers’ beliefs and practice with regard to learning, teaching and Religious Education in Australia. This study was conducted within both positivist and interpretivist paradigms, using a mixed methodological approach to data collection. Phase One was a large scale (n=540) use of a questionaire to ascertain teachers' beliefs. The Early Childhood Teachers' beliefs about learning, teaching and Religious Education questionaire was developed specifically for this study. Early childhood teachers from 6 states of Australian Catholic schools were surveyed using the Early Childhood Beliefs about Learning, Teaching and Religious Education Questionnaire. Following the quantitative analysis, four teachers were purposefully selected to develop rich, descriptive case studies. Classroom practice was observed and documented providing further insights into beliefs and practices with regard to Early Childhood and Religious Education. Analysis of the quantitative and qualitative data was conducted using three computer software packages including: SPSS, Leximancer and NVIVO. The analysis of data revealed both differences and similarities that exist between teachers’ stated beliefs and classroom practice and in particular their pedagogy with regard to Religious Education Key findings of the research included a confirmation that early childhood teachers’ in Catholic schools generally taught in accordance with their beliefs. It was highlighted specifically that a range of factors impact on teachers’ practice, which both support and constrain their practice. Some of the implications for teachers, teacher educators, providers of professional development are delineated. There is evidence presented in the results that supports the hypothesis that teachers' beliefs do underpin their classroom practice and that there are factors that constrain or support teachers' in their efforts to teach according to their beliefs about learning and teaching. The study highlighted implications for Religious Education in the early years of schooling, for the continued professional development and curriculum development for Religious Education in the early years of schooling. In summary, this thesis examined the role of Early Childhood teachers’ beliefs about learning, teaching and Religious Education and the relationship to classroom practice. It critically explored the impact that a range of factors have on teachers’ ability to implement practice that was consistent with their stated beliefs

The purpose of this qualitative study was to investigate early childhood lead teachers' perspectives of time out, including their attitudes and beliefs, and the practice of time out in their classrooms. The study sought to detail the practice of time out, to investigate teachers' perceptions of time out, and to gain further understanding into teachers' choices regarding time out use. These objectives were achieved with the use of a comprehensive, written survey directed to 151 lead preschool teachers at 18 randomly selected preschool programs within Hamilton County, Ohio. Written discipline policies from 9 preschool programs included in the survey sample were also analyzed as they related to the use of time out. Fifty completed surveys were returned representing a well-balanced sample of lead teachers across multiple demographic variables.Results indicated that 66% of teachers were using time out and there were not any distinguishable differences among the variables collected between those teachers who used time out and those who did not. Teachers' time out practices included verbal or visual warnings for children, discussion, and redirection. Teachers defined time out as an action, as a period of time, and as a place. 63% of teachers did not perceive time out as punishment; nonetheless 55% perceived that time out had the potential to be harmful to young children. The majority of teachers using time out did so because they perceived that the child learned through time out, but other teachers indicated that young children were not able to comprehend time out. Some teachers used time out due to the perceived social and emotional benefits for the child while other teachers perceived time out to be detrimental to children's social and emotional development. Teachers also indicated that they used time out to maintain control of children.Teachers who used time out were influenced by experience, education, program policies, and because time out is a form of discipline. Interestingly, these same factors influenced other teachers to not use time out. The majority of the teachers who chose not to use time out were influenced by other methods available for classroom or behavior management. / Department of Elementary Education

Dissertation (Ph.D.)--University of Toledo, 2008. / Typescript. "Submitted as partial fulfillment of the requirements for the Doctor of Philosophy Degree in Foundations of Education, Educational Psychology." Bibliography: leaves 85-101.

Thesis (Ph. D.)--University of Missouri-Columbia, 1997. / Typescript. Vita. Includes bibliographical references (leaves 185-196). Also available on the Internet.