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Showing 1 to 15 of 32 results Save | Export
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Snell, Emily K.; Hindman, Annemarie H.; Wasik, Barbara A. – Journal of Early Childhood Teacher Education, 2019
With the advance of technology, additional opportunities for professional development are available through nontraditional means. In this review, we examine the effectiveness of technology-mediated language and literacy professional development (Tech PD) programs for teachers and students in early childhood settings. We review Tech PD…
Descriptors: Educational Technology, Technology Uses in Education, Faculty Development, Literacy Education
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Davis, Allison; Griffith, Robin; Bauml, Michelle – Journal of Early Childhood Teacher Education, 2019
Decision-making is essential for the work of teaching. Preservice teachers must learn to leverage knowledge about young readers' strengths, needs, and interests in order to plan and teach guided reading lessons skillfully. However, limited research examines preservice teachers' decision-making based on what they know about individual children. In…
Descriptors: Preservice Teachers, Decision Making, Directed Reading Activity, Reading Instruction
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Melasalmi, Anitta; Husu, Jukka – Journal of Early Childhood Teacher Education, 2018
This study examines the two kindergarten teachers' shared professional identities in teamwork in an effort to clarify what constitutes their shared identities and how these identities affect the teachers' professional practices and beliefs. The relational nature of identity maintains that individuals are not the only constructors of their…
Descriptors: Preschool Teachers, Feedback (Response), Professional Identity, Teacher Education
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Fowler, R. Clarke – Journal of Early Childhood Teacher Education, 2017
This study explores the relationship between grade-level overlap between elementary education (ELED) and early childhood education (ECED) licenses and ECED teacher output. Analysis of Title 2 data indicates that ECED/ELED overlap is extensive, as evidenced by the number of states with grade-level overlaps of 5 (n = 2), 4 (n = 24), 3 (n = 10), and…
Descriptors: Early Childhood Education, Elementary Education, Preschool Teachers, Teacher Certification
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Fowler, R. Clarke – Journal of Early Childhood Teacher Education, 2016
Two related questions are investigated regarding programs accredited by the National Council for the Accreditation of Teacher Education (NCATE). First, to what extent do NCATE-recognized elementary teacher preparation programs, which have been approved by the Association for Child Education International (ACEI), prepare candidates to teach in…
Descriptors: Teacher Education, Teacher Education Programs, Content Analysis, Early Childhood Education
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Brown, Christopher P.; Weber, Natalie Babiak; Yoon, Yeojoo – Journal of Early Childhood Teacher Education, 2015
The field of publicly funded early childhood education continues to evolve into a discipline in which early educators are expected to teach a more culturally and linguistically diverse student population a standardized set of knowledge and skills so that they can meet policymakers' academic achievement requirements. This creates a range of…
Descriptors: Early Childhood Education, Accountability, Professional Development, Preschool Teachers
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Giallousi, Maria; Tselfes, Vasilis; Gialamas, Vasilis – Journal of Early Childhood Teacher Education, 2014
The purpose of this study was to evaluate teaching effectiveness in an elective science course, in the Early Childhood Education Department of Athens University in Greece. For this, a sequential mixed research design was applied to investigate freshmen beliefs about the effectiveness of their future teaching in kindergarten. An enhancement and a…
Descriptors: Foreign Countries, Student Teachers, Self Efficacy, Early Childhood Education
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Roser, Nancy; Hoffman, James; Wetzel, Melissa; Price-Dennis, Detra; Peterson, Katie; Chamberlain, Katharine – Journal of Early Childhood Teacher Education, 2014
This qualitative study was conducted in the context of a preservice teacher education program with a focus on early literacy. The study focused on the insights preservice teachers gained from working closely beside one emergent writer. The authors report on six focus cases and identify five cross-case themes--describing preservice teachers who (a)…
Descriptors: Qualitative Research, Preservice Teachers, Emergent Literacy, Beginning Writing
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Bauml, Michelle – Journal of Early Childhood Teacher Education, 2011
This qualitative case study reports how 5 first-year kindergarten/primary teachers utilized knowledge and skills from their teacher preparation program as a means of approaching curricular decision-making for instructional practice. In many ways, participants drew from university courses, field experiences, or both to help them make sense of their…
Descriptors: Preservice Teacher Education, Field Experience Programs, Kindergarten, Beginning Teachers
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Yuen, Lai Ha – Journal of Early Childhood Teacher Education, 2011
Emphasis on continuing professional development is seen as an important aspect of educational reform at all levels of education. In recent years, a number of colleges and universities have established partnerships for the professional development of teachers at the elementary and secondary levels. However, there have been few partnerships within…
Descriptors: Professional Development Schools, Educational Change, Foreign Countries, Kindergarten
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Blank, Jolyn – Journal of Early Childhood Teacher Education, 2010
Over the past decade, many states have increased their investment in prekindergarten (pre-K) school programs that serve 3- and 4-year-old children. This increase has raised questions about what constitutes a well-qualified early childhood teacher. Similar questions were raised in the late part of the nineteenth century when states began investing…
Descriptors: Teacher Education, Early Childhood Education, Kindergarten, Best Practices
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La Paro, Karen M.; Siepak, Kathy; Scott-Little, Catherine – Journal of Early Childhood Teacher Education, 2009
The purpose of this study was to assess the beliefs of students and faculty in a 4-year birth-kindergarten teacher preparation program using the Teacher Belief Q-Sort (TBQ). Data were collected over one academic year from a total of 63 students, 35 students at the beginning of their coursework and 28 students at the end of their program,…
Descriptors: Early Childhood Education, Kindergarten, Preschool Teachers, Teaching Experience
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Mohler, Geri Marshall; Yun, Kimo Ah; Carter, Amy; Kasak, Deb – Journal of Early Childhood Teacher Education, 2009
Disadvantaged children--those in poverty, minorities, or whose first language is not English--often come to kindergarten several years behind their more advantaged peers, especially in the areas of literacy and oral language development. A logical place to begin making a difference in children's literate lives is in the years before kindergarten.…
Descriptors: Oral Language, Kindergarten, Emergent Literacy, Professional Development
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Nell, Marcia – Journal of Early Childhood Teacher Education, 2009
One way to help preservice teachers to articulate and advocate their teaching stance is by developing their knowledge, skills, and confidence in their ability to carefully, didactically, and strategically plan for instruction. The Integrative Research Project (IRP) is a planning process that enables the preservice teacher to incorporate not only…
Descriptors: Preservice Teacher Education, Preservice Teachers, Research Projects, Developmentally Appropriate Practices
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Hestenes, Linda L.; Laparo, Karen; Scott-Little, Catherine; Chakravarthi, Swetha; Lower, Joanna K.; Cranor, Angie; Cassidy, Deborah J.; Niemeyer, Judith – Journal of Early Childhood Teacher Education, 2009
Preparing students in the early childhood field to work with children both with and without disabilities and to collaborate with different professionals is an important endeavor for colleges and universities. The purpose of this paper is to articulate a unique model of program collaboration between early childhood special education and early…
Descriptors: Preservice Teacher Education, Preservice Teachers, Teacher Education Programs, Young Children
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