In this interpretive phenomenological research study, making meaning of teachers and children's experiences of Reggio-inspired documentation takes center stage. Reggio-inspired documentation is a way of visually stabilizing and bringing meaning to experiences, ideas, thoughts and the daily interactions of children and adults (Bonilauri & Rubizzi, 2010; Filippini, Trancossi & Vecchi, 2009; Guidici et al, 2001; Rinaldi, 2006). Collecting research in The School of Inspiration elementary program brings to light the many experiences and possible meanings of Reggio-inspired documentation. The study's participants consist of 2 teachers, 45 children, and me, as a participant researcher, all developing the meaning over time. Utilizing observations, photographs, field notes, journal writing and interviews, I documented this research study over a number of months. During this time, I spent hours in the environment listening, observing and taking photographs and then reflecting back on the experiences. The many experiences developed into three essential themes, transformation and growth, noble lives, and connections. The documentation experiences and the beautiful representations of learning and relationships built layers and moments that scaffold upon each other. A deeper look inside these experiences revealed how each child and teacher fostered a relationship with documentation carefully considering their daily reflection. Reflection led to implications for possible futures in elementary education such as maintaining intentional reflection, developing an academic journey and designing and fostering group identity.

The relationship between teacher ratings of kindergarten students and scores on the Brigance K&1 Screen was examined in order to obtain a measure of construct validity for the Brigance. A Kentucky sample and California sample were included in the study. Data was analyzed separately for each sample for purposes of regional comparison. Teacher’s ratings of students’ overall ability and ability across five skill dimensions (expressive language, receptive language, personal information, fine motor skills, and gross motor skills) were compared via a linear regression analysis. The results indicated that overall ratings of students by teachers are significant and reliable combinations of ratings on the five dimensions of educational/developmental skills for both samples. A second linear regression analysis compared Brigance total scores with ratings on the individual skills. The results were significant for both samples but revealed some regional differences. A third linear regression analysis involved a comparison of overall ratings with Brigance total scores. The Brigance scores were significantly related to overall ratings in both samples, and the relationship may be described as positive.

This thesis is focused on relaxation regime in the life of pre-school kids in their family and in nursery school. In theoretical part child's needs and rights, evolution of motivation, emotionally-moral evolution and socialization of children in the given age group are defined. In the next part aims and conditions of contemporary nursery school its daily regime, rhythm and rituals are described. This work also deals with the work of a teacher and his competences. The following part is dedicated to contemporary family, its educational styles and current relationship between school and family. In the final part of the theoretical part sleep and relaxation and its importance as well as sleep malfunctions are described. Practical part is aimed at relaxation regime in families of the children and in nursery school. Through questionnaires state of relaxation regime in families and in two classes of nursery school was established. After implementing organizational and material suggestions in two classes of nursery school impact of these innovations on happiness of children and view of teachers of these changes was evaluated after six months. The result of the survey shows what influence on quality of relaxation regime in nursery school organizational and material changes have and how are teachers capable...

Relying upon many years of experience as an early childhood educator and consultant, and utilizing examples of programs and forms during the past thirteen years while serving as the Director of Peace Lutheran Preschool/Kindergarten in Owensboro, Kentucky, and as a regional/national early childhood consultant. The author has proposed a manuscript whose purpose is to assist early childhood professionals in the development and implementation of quality, needs-appropriate preschool programs. The eleven chapters are divided into seven areas of concern: program survey, development, purpose, regulation requirements, administration, financing, enrollment, curriculum and day-care. (Within each area are varied appropriate methods of implementation relating to specific outcomes of each desired program.) Curriculum is discussed with emphasis given to programs which are both age and developmentally appropriate for the early childhood area. Day-care materials are discussed in detail in the final chapter, although there are references throughout the manuscript that help explain overlaps in the two types of programs. Since the entire manuscript is based on experiences of the author and was developed from working programs, materials are of a research basis, but they have also been used and tested. Therefore it will be useful to professionals in their existing or planned programs. The author hopes the experiences within this manuscript prove invaluable to the novice in developing and implementing quality early childhood programs. This manuscript’s purpose is to assist those who dedicate their lives to meeting these needs of the young by providing a working guide for early childhood program development.

The purpose of this qualitative case study was to explore the implementation of a Professional Learning Community (PLC) as a professional development model effective in altering teachers‘ perceptions of their knowledge and skill in teaching developmental writing in grades K-3. This research is necessary to examine how offering teachers collaborative support needed for understanding and implementing research-based best practice approaches to teach developmental writing strengthens the quality of instructional practice necessary to meet rigorous standards being imparted from Common Core Standards. Through the development of a PLC, teachers have an opportunity for collaborating within the school building, which provides optimal environment for professional development (Lindeman, 1926; Lumpe, 2007). Analysis taken from the pre and post-survey information included the teachers‘ beliefs and understanding of writing development, current use of instruction time for writing, and questions or concerns teachers have about teaching writing. Weekly PLC meetings using a protocol format offered teachers an opportunity to discuss personal experiences with writing instruction and to share any anchor charts, student work, or anecdotal records exemplifying the strategy of focus. Videotaping and reflective journaling collected during the six PLC sessions were transcribed and coded using predetermined and emerging themes within and across each measure. Presentation materials collected as data documentation of the experience aided in validation of the research. Major themes emerged under the code headed as management with sub-codes of planning and classroom management presenting the strongest focus. Major themes also emerged under the code headed as instruction. The strongest areas of focus under the instruction code included subcoded areas conferencing, minilessons, and teaching strategies.

The purpose of this study was to explore the experiences and perceptions of early childhood preservice teachers in a southeastern university as they worked for mastery of phonemic awareness, phonics, and morphemic awareness. Mastery was set at 90% accuracy in a series of tests, which required them to perform different tasks related to the said concepts. One aim of the study was to investigate the preservice teachers’ description of their experiences as they worked for mastery of phonemic awareness, phonics, and morphemic awareness. Another aim was to examine how working for mastery of said concepts influenced their perceptions of preparedness to carry out literacy instruction. This research used a multiple case study method involving 8 preservice teachers who were taking their first literacy methods course. Data were gathered through an online survey, analysis of answered test papers, written responses, individual interviews, and a focus group interview. Qualitative analysis of data revealed the experience brought about awareness of insufficient knowledge, apprehension to teach, and perplexities related to phonemic awareness, phonics, and morphemic awareness among the participants. The most salient perplexities were found to be related to phonemic awareness tasks, application of phonics key terms to real words, and splitting words into morphemes. Findings also revealed that improved understanding of phonemic awareness, phonics, and morphemic awareness enhanced the participants’ perception of preparedness to teach these concepts. Engaging in reflective thinking while working for mastery of these concepts deepened their awareness of unpreparedness, reconnected them to their goal to be effective teachers, and caused them to deliberately act on their challenges in obtaining content knowledge required for quality literacy instruction. The results of this study will have relevance for teacher educators, policy makers, school administrators, and researchers as they address issues related to literacy instruction during teacher preparation, especially in terms of acquisition of strong content knowledge.

The problem of this study was to identify teacher training principles which would aid day care teachers in integrating handicapped children into their classrooms. This was a descriptive study which utilized a questionnaire methodology. The questionnaire was administered to teachers of randomly selected day care centers in Tennessee. The sample size was 347. The questionnaire identified from the literature review was the Stages of Concern Questionnaire. The questionnaire was designed to identify concerns of individuals toward an innovation. The instrument was modified to be used in identifying the concerns of day care teachers toward mainstreaming young handicapped children into day care centers. Descriptive statistics were used to analyze the data obtained from 105 respondents to the 35-item questionnaire. Analysis of the data collected to answer the research questions revealed the following: The educational and training background of teachers involved in mainstreaming should be developmentally oriented. From a developmental base day care teachers can make the transition from teaching normally developing children to teaching an integrated classroom by mastering five additional topics: assessment techniques, systematic planning techniques, knowledge about developmental exceptionalities, knowledge and teaching skills related to the promotion of positive social interaction of children, and an understanding of the additional job demands of an integrated classroom. The concerns of individuals tend to be developmental and tend to move from self concerns (Stages 0, 1, 2) to task concerns (Stage 3) to impact concerns (Stages 4, 5, 6). The movement through the stages of concern can be facilitated but not forced. The person(s) planning the interventions or training must plan training that helps resolve existing concerns while facilitating the individual(s)' move to the next stage of concern (Hord, Rutherford, Huling-Austin, & Hall, 1987). Teacher training principles were designed using the findings obtained from the questionnaire. The mainstream topics suggested by the review of literature necessary for teachers of integrated classrooms were cross-tabulated with the intervention strategies suggested by the stages of most intense concerns. The suggestions obtained from the review of literature related to the format of adult inservice training were considered as factors in the presentation of the intervention strategies. (Abstract shortened with permission of author.)

The purpose of this study was to determine the expressed beliefs and practices about developmental education from early childhood teachers in Tennessee's First Educational District. A questionnaire measuring expressed beliefs and practices was administered to teachers (kindergarten through third grade) in public schools with both multi-age and single-age classrooms. The area of teaching specialization along with the number of years taught within the organization structure are paramount in the study. Teachers' expressed beliefs concerning the amount of outside influences with planning and implementing instruction are also noted. Educators were asked to respond to 36 likert-type items regarding their beliefs about developmentally appropriate practices. Respondents were also asked to respond to 27 likert-type items related to their instructional practices based on developmental appropriateness. Data were analyzed using an oblique factor analysis. Findings include a difference between multi-age and single-age classroom teachers regarding developmental education.

This study examines how teachers at Kingsley Elementary School feel about the multiage program now as compared to when the program was first implemented. There were 28 teachers and two administrators interviewed to determine their perceptions of the positive and negative influences of the multiage program. The purpose of the study is to reveal the success or failure of the multiage program at Kingsley Elementary School and to explore the process used by the school to implement the process. The approach to this study is qualitative and uses interview data from both former and current Kingsley staff. Five research questions were formulated. The field effort concentrated on the respondents' perceptions of the developmental process of the multiage program. Results suggest that the teachers' and administrators' perceptions of the multiage program at Kingsley Elementary School are basically for traditional methods. During the analysis, suggestions emerged from the interviewees to improve the multiage program. Some of these suggestions could be used as a guide for other school systems that are beginning implementation of a multiage program.

This multiple case, qualitative study explored the experiences of six early childhood teachers as they implemented a structured, differentiated literacy framework (The Daily Five™) in a rural northeast Tennessee school system. This study investigated teachers’ perceptions of professional development, specifically the professional development components of coaching including ongoing online discussion, collaboration, and reflective journaling, on changing their literacy planning and instruction. Data were collected through interviews, journal entries, and transcribed meeting conversations. Findings revealed that teachers perceived coaching and collaboration as instrumental professional development components that directly contributed to changing their literacy planning and instruction. Both coaching and collaboration offered necessary support for teachers to feel successful as they made changes in thinking and practice. However, teachers did not find the reflective practice of journaling helpful as they sought to make changes in planning and instructional strategies. The results of this study are significant for teachers and administrators as they seek to increase meaningful professional development aimed at improving literacy instruction.