Spelling suggestions: "subject:"preschoolteachers"" "subject:"preschoolteacher""
1 |
Rural preschool teachers : facts, problems, perceptions : a comparative study of rural and city preschool teachers to identify differences between these groups, as well as to identify problems which are similar for rural preschool teachers and rural primary and secondary teachersWiner, Yvonne, n/a January 1981 (has links)
The central problem investigated in this field study was whether the
working conditions of rural preschool teachers were different from
those encountered by urban preschool teachers. And, if so, whether
the problems encountered by rural preschool teachers were similar to
those experienced by rural primary and secondary teachers.
For the purposes of this study, small rural towns were those towns
with populations of less than eight thousand and were geographically
remote from large rural and urban centres of populations of more than
twenty thousand.
The data were collected by means of a mail questionnaire. The questions
were devised around the issues raised in the literature about rural
primary and secondary teachers. The material reviewed was converted
into question format and placed in the context of preschool education.
Eighteen teachers from rural schools and seventeen teachers from city
schools participated in the survey.
The statistical package for the Social Sciences was used to analyse
the survey data. In all, nineteen hypotheses were tested. Further
data, more directly pertinent to preschool education, were derived from
four open ended questions.
The results of the tested hypotheses revealed the following outcomes
which were similar to those reported in the research on rural primary
and secondary education:
Rural Teachers
were younger and less experienced than city teachers
lacked resources and back up staff
lacked adequate inservice opportunities
were isolated from colleagues and advisers
had some difficulty coping with the values portrayed by some
members of the aboriginal community.
Unlike rural primary and secondary teachers, the rural preschool teachers
did not appear to have the same problems of adjusting to the rural
community and did not lack parental support.
The open ended questions suggested that rural and city preschool
teachers did not differ greatly in their perceptions of school readiness,
the role of parents, and the functions of preschool. However, rural preschool
teachers did nominate isolation and lack of resources as their
greatest problem. Both groups identified the complex and time consuming
administrative tasks as a major problem.
Since this is only a pilot study, this particular piece of research
should be developed much further. This study has implications for
further research in that it has identified a large number of areas to
be explored, especially in regard to the working environments of rural
preschool teachers, their relationship with their communities and the
problems they face.
|
2 |
Nursery school teachers' knowledge of emotional needs and use of appropriate guidance proceduresRobinson, Sereta Ann Patton, 1936- January 1968 (has links)
No description available.
|
3 |
A case study of a new preschool teacher training model offered by a key mainland Chinese normal universityXu, Yingru., 徐霙茹. January 2012 (has links)
Nowadays, preschool education plays a key role in all aspects of people’s lives. Preschool education teacher training programs need to reform accommodate the requirements of society and parents. This research studies the effectiveness of a new pre-school education teacher training program in Shanghai, using the Art Education Department (AED) of East China Normal University as a case study. The study involves AED graduates, AED lecturers and kindergarten principals, and assesses the effectiveness of the new program based on its course content and balance, its graduates’ work performance, and employers’ evaluations. This research was conducted through questionnaires, interviews and document analysis. A better understanding of the different opinions obtained can further our understanding of the effectiveness of the new pre-school education teacher training program. / published_or_final_version / Education / Master / Master of Education
|
4 |
Understanding early literacy development the impact of a collaborative professional development course /Gillentine, Jonathan. January 2005 (has links)
Thesis (Ph. D.)--University of Hawaii at Manoa, 2005. / Includes bibliographical references (leaves 236-261).
|
5 |
The nature and etiology of the educational decision-making of two preschool teachers /Phelps, Carol McEwen January 1979 (has links)
No description available.
|
6 |
The instructional use of choice by a prekindergarten teacher : a descriptive study of a classroom phenomenon from multiple perspectives /McNairy, Marion R. January 1981 (has links)
No description available.
|
7 |
Successful inclusion teachers' needs and supports /McCurry, Nancy Y. January 2007 (has links) (PDF)
Thesis (Ph.D.)--University of North Carolina at Greensboro, 2007. / Title from PDF t.p. (viewed Oct. 22, 2007). Directed by Judith A. Niemeyer; submitted to the School of Education. Includes bibliographical references (p. 163-181).
|
8 |
Role perceptions and communication in partnerships between preschool teachers and familiesConnelly, Susan. January 1900 (has links) (PDF)
Thesis (Ph. D.)--University of North Carolina at Greensboro, 2007. / Title from PDF title page screen. Advisor: Judith A. Niemeyer; submitted to the School of Education. Includes bibliographical references (p. 196-206).
|
9 |
What Makes Teachers Effective: Investigating the Relationship Between CABAS® Teacher Ranks and Teacher EffectivenessSilsilah, Sara January 2019 (has links)
I examined the relationship between teacher effectiveness as measured by the number of learn units students required to meet an objective and the number of competencies mastered within the categories of teacher repertoires composing the CABAS® rank. Twenty preschool teachers participated in the study. A statistical analysis was used to investigate the degree to which these variables negatively correlated with each other. The results showed that the more competencies teachers mastered, the fewer learn units students required to meet an objective. A second experiment was conducted as an experimental analysis of the correlations found in the descriptive analysis. An adapted alternating treatments design was used to analyze the relationship between the number of competencies teachers mastered and the number of learn units their student required to meet an objective. Four teachers and four teacher assistants participated in the study. The teachers and teacher assistants each taught two sight word objectives for a student with bidirectional naming and a student without bidirectional naming. The results did not show a functional relationship between the number of competencies mastered and a lower LUC (learn unit to criterion). Teachers with more competencies mastered did not present fewer learn units for their students to meet an objective when compared to teacher assistants who had fewer competencies mastered. Possible explanations for a lack of a functional relationship found in Experiment 2 are discussed.
|
10 |
Teacher/caregiver practices influencing the early development of emotion regulation in toddlersGloeckler, Phyllis. January 1900 (has links) (PDF)
Thesis (Ph. D.)--University of North Carolina at Greensboro, 2006. / Title from PDF title page screen. Advisor: Judith Niemeyer; submitted to the School of Education. Includes bibliographical references (p. 195-211).
|
Page generated in 0.0677 seconds