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Beliefs about developmentally appropriate practice of adult learners enrolled in child development associate courses / CDA instructionRagle, Brenda Kay January 2007 (has links)
The purpose of this study was to determine if CDA preparation courses affected beliefs about developmentally appropriate practice. Pre and post online TBS surveys were completed by 299 CDA candidates from campuses across the state enrolled in the three courses, each with the same syllabus and objectives. Analysis of the demographic information gathered with the pre-survey did not reveal a significant relationship between beliefs about developmentally appropriate practice and educational level of candidate or educational level of candidate's parents. No significant relationship was found between age, experience working with children, minority status, work environment, or computer usage, and beliefs about DAP. The study revealed a positive increase in beliefs about DAP after taking one course and while the increase was small analysis of factors within the survey did find a significant increase in beliefs about developmentally appropriate practices associated with teacher control and child centered literacy. The study found no significant difference in change of beliefs between face-to-face courses and Internet courses though the N was small making the finding inconclusive. The study did suggest a significant difference in positive change of beliefs about DAP for students enrolled in hybrid courses from students enrolled in face-to-face courses. / Department of Elementary Education
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”Mycket stressigt, många barn, många krav” : En intervjustudie om hur förskolepedagoger upplever sin arbetssituation / ”Very stressful, many children, many requirements” : An interview study of how preschool teachers perceive their work situationDahlström, Annika, Ahlqvist Nordlöf, Marie January 2013 (has links)
Huvudsyftet med denna studie var att undersöka hur förskolepedagogens arbetssituation har förändrats under dennes yrkesverksamma år. Vi ville även ta reda på vilka faktorer som påverkat stressen samt vilka konsekvenser det medfört. Vi har använt oss av en kvalitativ metod för att få veta hur pedagogen ser på sin arbetssituation. Vi intervjuade tio pedagoger med ett fåtal enkla och tydliga frågor. På så vis fick vi personliga och utförliga svar från våra informanter. Vår teoretiska grund baseras på forskning inom stress och samhällsförändring. Resultatet av vår studie visar att alla pedagoger var nöjda med sitt yrkesval men inte med sin arbetssituation. Samtliga ansåg att de påverkats av den ökade stressen och att de främsta stressfaktorerna var barngruppsstorleken, de nya kraven och förändrade arbetsuppgifterna. / The main objective of this study is to investigate how the preschool teachers work situation has changed during their working years. We also wanted to see what the elements are that influenced the stress that they felt and what the consequences are. We used a qualitative interview method to learn what the preschool teacher think of their work situation. We interviewed ten teachers and by using only a few plain questions we got detailed and personal answers from our informers. The theoretical base in our research is about stress and the social change. The result shows that the preschool teachers all experienced that their work situation had changed during their working years. The study shows that all the interviewed teachers felt that the intolerable burden in their work environment was increased. They felt that the prime reason of their stress was the group size of children, the new demands and the for them altered job assignments
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Understanding early literacy development : the impact of a collaborative professional development courseGillentine, Jonathan January 2005 (has links)
Thesis (Ph. D.)--University of Hawaii at Manoa, 2005. / Includes bibliographical references (leaves 236-261). / Also available by subscription via World Wide Web / xii, 261 leaves, bound 29 cm
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Parents and teachers' beliefs about preschool inclusion in P.R. ChinaLi,Linlin. January 2007 (has links) (PDF)
Thesis (Ph.D.)--University of North Carolina at Greensboro, 2007. / Title from PDF t.p. (viewed Mar. 3, 2008). Directed by Linda L. Hestenes; submitted to the School of Human Environmental Sciences. Includes bibliographical references (p. 114-123).
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Administration and special education inclusion redux : an examination of leadership formation and function at a special education school /Gallant, Bonnie Roane. January 1900 (has links)
Thesis (Ed. D., Education)--University of Idaho, October 2006. / Major professor: Russell A. Joki. Includes bibliographical references (leaves 145-163). Also available online (PDF file) by subscription or by purchasing the individual file.
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Promoting creativity in early childhood education in Brunei /Mohamad, Hanapi. January 2006 (has links)
Thesis (Ph.D.)--University of Western Australia, 2006.
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Teacher reports of children's emotion regulation Is there concordance with trained observers? /Jumper, Rachel Leah, Mize, Jacquelyn, January 2005 (has links) (PDF)
Thesis(M.S.)--Auburn University, 2005. / Abstract. Vita. Includes bibliographic references (p.74-81).
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An inservice course for beginning teachers of three-year old, four-year old and five-year old children in selected day care centers in New York City.Stent, Madelon Delany. Adair, Thelma. January 1965 (has links)
Thesis (Ed.D.)--Teachers College, Columbia University, 1965. / Typescript; issued also on microfilm. Sponsor: Kenneth Wann, . Dissertation Committee: Florence Stratemeyer. The report is based on problems identified by Thelma Adair in A study of the problems of beginning teachers in planning programs for three-, four-, and five-year-old children in day care centers in New York City. Unpublished doctoral thesis, Teachers College, Columbia University, 1959. (cf. leaf 3). Includes bibliographical references.
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An examination of early childhood educators' use of program policies designed to encourage father involvementOmolo, Caroline Sophie. January 2008 (has links)
Thesis (M.S.)--University of Wyoming, 2008. / Title from PDF title page (viewed on August 5, 2009). Includes bibliographical references (p. 78-87).
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The effects of three professional development methods on preschool teachers' use of classroom management skills and the social behavior of at-risk preschool children /Sperry, Shannon Kelly, January 1999 (has links)
Thesis (Ph. D.)--University of Oregon, 1999. / Typescript. Includes vita and abstract. Includes bibliographical references (leaves 156-165). Also available for download via the World Wide Web; free to University of Oregon users. Address: http://wwwlib.umi.com/cr/uoregon/fullcit?p9947983.
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