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Goble, Carla B.; Horm, Diane M.; Atanasov, Amy M.; Williamson, Amy C.; Choi, Ji Young – Journal of Early Childhood Teacher Education, 2015
The expansion of early childhood education programming has heightened the focus on teachers' educational preparation and its role in providing high-quality services for young children. The interest in teachers' education is especially relevant in early childhood since differentiated levels of preparation are commonly used in quality rating and…
Descriptors: Early Childhood Education, Preservice Teacher Education, Student Teacher Attitudes, Beliefs
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Mueller, Jennifer J.; File, Nancy K. – Journal of Early Childhood Teacher Education, 2015
The purpose of this paper is to describe a major revision process to the early childhood teacher education program at our 4-year university. We briefly outline the major policy and standards changes that we have witnessed impacting our work as early childhood teacher educators that were, in part, the impetus for our program changes. We describe…
Descriptors: Teacher Education Programs, Early Childhood Education, Teacher Educators, Educational Policy
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Gibson, Megan – Journal of Early Childhood Teacher Education, 2015
Government policies in Australia and in many other parts of the world, are calling for degree-qualified teachers to work in prior to formal school settings (center-based care, preschool). Yet, many preservice early childhood teachers assume they will end up teaching in primary schools. This paper examines the professional identities preservice…
Descriptors: Foreign Countries, Preschool Teachers, Preservice Teachers, Early Childhood Education
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Stremmel, Andrew J.; Burns, James; Nganga, Christine; Bertolini, Katherine – Journal of Early Childhood Teacher Education, 2015
In this paper, the authors engage in a collaborative inquiry illustrative of a dialogical process of meaning making addressing the future of teacher education in times marked by uncertainty, intense public and political scrutiny, changing policy, and imposed learning standards. The authors urge teacher education programs and teacher educators to…
Descriptors: Educational Policy, Teaching Methods, Standards, Discourse Analysis
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Weber-Mayrer, Melissa M.; Piasta, Shayne B.; Yeager Pelatti, Christina – Journal of Early Childhood Teacher Education, 2015
Professional development (PD) for early childhood educators has received increased attention as a means of bolstering young children's learning and development. Theory and research indicate that educators' characteristics play roles in both their own learning and that of children; however, little research has explored who participates in PD. This…
Descriptors: Early Childhood Education, State Programs, Faculty Development, Preschool Teachers
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Ottley, Jennifer R.; Coogle, Christan Grygas; Rahn, Naomi L. – Journal of Early Childhood Teacher Education, 2015
Coaching is a promising method for providing professional development, which takes many forms. One such form is real-time coaching through bug-in-ear technology. This study explored the social validity of bug-in-ear coaching when provided as a form of professional development with preservice and in-service early childhood educators. Data from two…
Descriptors: Coaching (Performance), Inclusion, Early Childhood Education, Technology Uses in Education
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Kennedy, Adam S.; Heineke, Amy – Journal of Early Childhood Teacher Education, 2014
Despite contrasting views on the overlap of early childhood education and teacher education, opportunities abound for expanding the role of early childhood educators in broader teacher education discourse. University-based early childhood education and kindergarten-through-grade-12 teacher education share purposes, philosophies, and resources that…
Descriptors: Early Childhood Education, Teacher Education Programs, College Role, Universities
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Maynard, Christine; La Paro, Karen M.; Johnson, Amy V. – Journal of Early Childhood Teacher Education, 2014
Classroom-based experiences, alternatively known as practica, are an integral component of undergraduate teacher preparation programs, which provide students essential opportunities to apply knowledge in practice. Though much is known about student teaching, much less is known about students' earlier classroom-based experiences. This…
Descriptors: Undergraduate Students, Preservice Teachers, Preservice Teacher Education, Early Childhood Education
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Lake, Vickie E.; Kelly, Loreen – Journal of Early Childhood Teacher Education, 2014
The purpose of the current study was to examine if preservice teachers' (PSTs) mathematics anxiety decreased and if their beliefs and stereotypes changed after they completed their early childhood mathematics methods course. It was hypothesized that by using and modeling concrete materials or manipulatives (Thompson, 1992; Vinson, 2001) and…
Descriptors: Mathematics Anxiety, Beliefs, Stereotypes, Females
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Able, Harriet; Ghulamani, Hatice; Mallous, Ritsa; Glazier, Jocelyn – Journal of Early Childhood Teacher Education, 2014
This article provides a description of service learning implemented in a course entitled "Working with Socioculturally Diverse Families" for teacher education candidates (preK-grade 5). Students participated in 30 hours of service learning in which they provided support and service to diverse mentor families and implemented family events…
Descriptors: Service Learning, Mentors, Teacher Education, Preservice Teachers
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Cady, Jo Ann; Hopkins, Theresa M.; Price, Jamie – Journal of Early Childhood Teacher Education, 2014
In order to help children gain a more robust understanding of place value, teachers must understand the connections and relationships among the related concepts as well as possess knowledge of how children learn early number concepts. Unfortunately, teachers' familiarity with the base-ten number system and/or lack of an understanding of…
Descriptors: Early Childhood Education, Mathematics Teachers, Pedagogical Content Knowledge, Number Concepts
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Willis, Elizabeth; Dinehart, Laura; Bliss, Leonard – Journal of Early Childhood Teacher Education, 2014
The extent to which teachers understand the concept of self-regulation skills and how best to implement practices that enhance self-regulation in children in the early childhood education classroom remains unexamined. The purpose of this study is to examine the psychometric properties of the self-reporting Early Childhood Educators Knowledge of…
Descriptors: Early Childhood Education, Self Control, Questionnaires, Construct Validity
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Graue, Elizabeth; Whyte, Kristin; Delaney, Kate Kresin – Journal of Early Childhood Teacher Education, 2014
In this article we explore an effort to rethink curricular decision-making with a group of public pre-K teachers working in a context of curriculum escalation and commitment to play-based pedagogy. Through a professional development program designed to support developmentally and culturally responsive early mathematics, we examine how teachers…
Descriptors: Creative Teaching, Cultural Awareness, Developmentally Appropriate Practices, Faculty Development
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Frankel, Elaine B.; Hutchinson, Nancy L.; Burbidge, Julie; Minnes, Patricia – Journal of Early Childhood Teacher Education, 2014
This mixed methods study reports on the perspectives of 143 preservice early childhood educators (ECE) and 208 elementary teacher candidates (TC) on teaching children with developmental disabilities and delays (DDD) in inclusive classrooms. A questionnaire was administered which included items on demographic characteristics, experience, knowledge,…
Descriptors: Preservice Teachers, Early Childhood Education, Elementary School Teachers, Teacher Attitudes
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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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