Global ETD Search

61	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.
62	Developmentally appropriate practice and No Child Left Behind a phenomenological study of teachers' experiences / Hogue, Linda Marie. January 2008 (has links) (PDF) Thesis (Ph. D.)--University of Alabama at Birmingham, 2008. / Additional advisors: Jody Brewer, Joseph C. Burns, Lois M. Christensen, Lynn D. Kirkland. Description based on contents viewed May 29, 2008; title from title screen. Includes bibliographical references (p. 194-208).
63	Teachers' interactions during storybook reading Higham, Sonja. January 2008 (has links) Thesis (M.(Augmentative and Alternative Communication))--University of Pretoria, 2008. / Includes bibliographical references.
64	Development of an inservice program on phonemic awareness for teachers and early chlldhood educators / Bursey, Kim January 1997 (has links) Thesis (M. Ed.), Memorial University of Newfoundland, 1998. / Bibliography: leaves 226-230.
65	Views on the roles in early childhood education found in selected post-secondary diploma programs in the province of Newfoundland and Labrador / Abbott, Frances S., January 1999 (has links) Thesis (M.Ed.)--Memorial University of Newfoundland, 1999. / Bibliography: leaves 74-76.
66	A qualitative study of teachers certified by the National Board for Professional Teaching Standards and their expertise in promoting early literacy Laverick, DeAnna M. January 1900 (has links) Thesis (Ed. D.)--Indiana University of Pennsylvania. / Includes bibliographical references.
67	Making possibilities visible the process of collaboration between general and special education teachers in an inclusive early childhood education program / Uchida, Chiharu H., January 2005 (has links) Thesis (Ph. D.)--Ohio State University, 2005. / Title from first page of PDF file. Document formatted into pages; contains xiii, 275 p.; also includes graphics (some col.). Includes bibliographical references (p. 253-259). Available online via OhioLINK's ETD Center
68	A tale of two teachers culturally relevant teaching case studies of theory and practice / Rivera, Herminia J., January 2006 (has links) Thesis (Ph. D.)--Ohio State University, 2006. / Title from first page of PDF file. Includes bibliographical references (p. 153-161).
69	A phenomological study of the impact of National Board for Professional Teaching Standards on early childhood teachers Sheek, Lesley E. January 2007 (has links) (PDF) Thesis (Ph. D.)--University of Alabama at Birmingham, 2007. / Description based on contents viewed June 24, 2007; title from title screen. Includes bibliographical references (p. 115-125).
70	Lessons learnt from teachers during the first two years of the implemetation of a new foundation phase science curriculum Plaatjies, Randall January 2014 (has links) Foundation Phase (FP) teachers’ reluctance to teach science might stem from their weak science backgrounds that has resulted in their limited science content knowledge and their congruent science misconceptions and low self-efficacy with respect to science (Boyer, 2010; Luera, Moyer, & Everett, 2005). This study was guided by the following research question: What lessons, if any, can be learnt from a representative sample of FP teachers from six rural schools in the Libode Mega District with respect to the implementation of the Natural Sciences aspect of a new curriculum? The sample comprised 18 black, female, isiXhosa speaking teachers that represented six schools in the Libode Mega District (Libode, Ntlaza and Lusikisiki). A mixed-methods approach was used to collect qualitative and descriptive quantitative data using two structured questionnaires and semi-structured interviews in the form of focus groups. Early childhood teachers -- South Africa

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