Publication Date
| In 2025 | 0 |
| Since 2024 | 0 |
| Since 2021 (last 5 years) | 3 |
| Since 2016 (last 10 years) | 4 |
| Since 2006 (last 20 years) | 4 |
Descriptor
Source
| Journal of Early Childhood… | 6 |
Author
| An, Song A. | 1 |
| Barry, David P. | 1 |
| Bauml, Michelle | 1 |
| Brown, Christopher P. | 1 |
| Davis, Allison | 1 |
| Dodd, Arleen Theresa | 1 |
| Goshiki, Toru | 1 |
| Griffith, Robin | 1 |
| Hachey, Alyse C. | 1 |
| Hooper, Alison | 1 |
| Kaneda, Toshiko | 1 |
| More ▼ | |
Publication Type
| Journal Articles | 6 |
| Reports - Research | 6 |
| Tests/Questionnaires | 1 |
Education Level
| Kindergarten | 6 |
| Early Childhood Education | 4 |
| Elementary Education | 4 |
| Primary Education | 4 |
| Higher Education | 3 |
| Postsecondary Education | 3 |
| Preschool Education | 1 |
Audience
| Teachers | 1 |
Location
| Texas | 2 |
| Indiana | 1 |
| Japan | 1 |
| United States | 1 |
| West Virginia | 1 |
Laws, Policies, & Programs
| No Child Left Behind Act 2001 | 1 |
Assessments and Surveys
What Works Clearinghouse Rating
Peer reviewed
Direct linkHooper, Alison; Potts, Courtney; Walton, Melissa – Journal of Early Childhood Teacher Education, 2023
Professional development is an important tool for supporting early childhood teachers in implementing developmentally appropriate practices and child-guided instruction in the classroom. This phenomenological study explored five U.S. novice early childhood education teachers' experiences with professional development. Specifically, we explored how…
Descriptors: Beginning Teachers, Early Childhood Teachers, Teacher Attitudes, Faculty Development
When 10 [is not equal to] Ten: Teachers Develop Original Stories to Conceptualize Numeral Transition
An, Song A.; Hachey, Alyse C.; Kim, So Jung; Tillman, Daniel A. – Journal of Early Childhood Teacher Education, 2023
Traditionally, various meanings of "10" are systematically ignored in early childhood curriculum and children's understanding of numbers is restricted within the solitary mapping between the symbol "10" and quantity concept of "ten." This may be problematic for other ways that mathematics is used, both in modern life…
Descriptors: Mathematics Instruction, Teaching Methods, Numbers, Story Telling
Brown, Christopher P.; Ku, Da Hei; Barry, David P. – Journal of Early Childhood Teacher Education, 2021
Many within early childhood and early childhood teacher education are concerned about the changed kindergarten. At the same time, students entering early childhood teacher education programs were educated in these changed schooling systems that emphasize standards and accountability, which can impact the ways in which they make sense of teaching…
Descriptors: Preservice Teachers, Kindergarten, Early Childhood Teachers, Teacher Educators
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
Lee, Joohi – Journal of Early Childhood Teacher Education, 2005
This study examined correlations between teachers' attitudes toward mathematics/teaching mathematics and the practice of developmentally appropriate mathematics. This study tested two independent variables: (1) kindergarten teachers' attitudes toward mathematics; and (2) kindergarten teachers' attitudes toward teaching mathematics; and their…
Descriptors: Predictor Variables, Statistical Significance, Kindergarten, Researchers
Taylor, Satomi Izumi; Rogers, Cosby Steele; Dodd, Arleen Theresa; Kaneda, Toshiko; Nagasaki, Iku; Watanabe, Yasuhiro; Goshiki, Toru – Journal of Early Childhood Teacher Education, 2004
Early childhood teachers' understandings of play were examined in a qualitative comparative study of 41 Japanese and 41 American participants. Qualitative analysis of the data yielded five themes: the power of living, the opportunity to learn and to develop, fun activities, child's work, and the opportunity to explore nature. Two themes emerged in…
Descriptors: Foreign Countries, Teacher Surveys, Preschool Teachers, Kindergarten
