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A Mixed Methods Study: Teachers' Knowledge, Beliefs, and Use of Play as an RTI Intervention
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Catherine Blair Orgeron – ProQuest LLC, 2020
The purpose of the research was identifying how teacher training and knowledge in play impacts the use of play as an RtI behavior intervention. The study was designed to find possible correlations between the following four areas; teachers' training on play, teachers' knowledge of play, teachers' beliefs of play, and teachers'' use of play as a…
Descriptors: Beliefs, Play, Teaching Methods, Knowledge Base for Teaching
Dissonance for Understanding: Exploring a New Theoretical Lens for Understanding Teacher Identity Formation in Borderlands of Practice
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Delaney, Katherine K. – Contemporary Issues in Early Childhood, 2015
Borderlands of practice are spaces where teachers are engaged in negotiating multiple conceptions of "best practices" within their daily teaching practice. Teachers at work in borderlands must actively negotiate varied conceptions, expectations, and assumptions about what is "best" for their students. These conceptions often…
Descriptors: Professional Identity, Teacher Attitudes, Self Concept, Knowledge Base for Teaching
Among the Periodicals: Developmentally Appropriate Practice
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Kohler, Maxie; Christensen, Lois; Kilgo, Jennifer – Childhood Education, 2012
This article contains a review of eight refereed publications that addressed the topic of developmentally appropriate practice (DAP), as that is a topic presently being discussed widely both nationally and internationally. According to the most recent 2009 NAEYC publication on DAP, recommended practices are those "that result from the process of…
Descriptors: Developmentally Appropriate Practices, Special Needs Students, Child Development, Best Practices
Linking Brain Principles to High-Quality Early Childhood Education
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Rushton, Stephen; Juola-Rushton, Anne – Exchange: The Early Childhood Leaders' Magazine Since 1978, 2011
Many educators are already knowledgeable about and skilled in best practices. And much of what is happening in developmentally appropriate programs exemplifies "brain compatible" practices. Being educated in the connections between best practices and brain compatibility is an important part of the knowledge base of early childhood educators. Just…
Descriptors: Early Childhood Education, Developmentally Appropriate Practices, Brain, Teacher Student Relationship
Early Childhood Teacher Education: Historical Themes and Contemporary Issues
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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
Early Childhood Educator Competencies: A Literature Review of Current Best Practices, and a Public Input Process on Next Steps for California. Research Report
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Center for the Study of Child Care Employment, University of California at Berkeley, 2008
In recent years, growing knowledge of the critical importance of early childhood development for lifelong learning and growth had led to increased calls for the professionalism of early childhood educators, including higher standards for their training and education. As part of this attention to professional development, many states are…
Descriptors: Feedback (Response), Early Childhood Education, Young Children, Cultural Pluralism