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Direct linkDaniel Then; Sanna Pohlmann-Rother – Early Childhood Education Journal, 2024
Parent-teacher meetings are an important element of preschool education. Parents of children with disabilities especially show a high need for counseling, particularly at their child's transition to school. How preschool teachers address this need in their meetings with parents is heavily influenced by how they perceive their relationship with…
Descriptors: Conferences (Gatherings), Parent Teacher Cooperation, Preschool Education, Students with Disabilities
Thelk, Amy D.; McGraw, Jillian P.; Hanel, Joel – Assessment Update, 2023
Following a set of state meetings held throughout fall 2020, the Virginia Education Assessment Collaborative (VEAC) decided to offer a mini-conference in November 2020 to round out offerings and to buttress conversation around topics of high need and interest to Educator Preparation Providers (EPPs). Leveraging the familiar process of the…
Descriptors: Stakeholders, Conferences (Gatherings), Videoconferencing, Teacher Education Programs
Joana Cadima; Tiago Ferreira; Carolina Guedes; Diana Alves; Catarina Grande; Teresa Leal; Filipe Piedade; Ana Lemos; Andri Agathokleous; Vicky Charalambous; Charalambos Vrasidas; Demos Michael; Manuela Ciucurel; Georgeta Chirlesan; Bogdan Marinescu; Delia Duminica; Anastasia Vatou; Maria Tsitiridou-Evangelou; Evridiki Zachopoulou; Vasilis Grammatikopoulos – Early Childhood Education Journal, 2025
Professional Development (PD) can be a powerful lever for improving the quality of teacher-child interactions in early childhood education and care (ECEC) and teachers' feelings of support and competence. However, there is a dearth of studies examining different formats of PD and their links with workplace features. The present study aims to…
Descriptors: Foreign Countries, Professional Development, Preschool Education, Preschool Teachers
Matsui, Gota – International Journal of Early Childhood, 2021
Using action research, this study examined the professional development of teachers through the reflections that kindergarten teachers obtain from children's voices and the relevance between the working environment and teachers' reflection at teacher conferences in Japan. Four teachers participated in the study. Data sources included teachers'…
Descriptors: Preschool Teachers, Kindergarten, Young Children, Childrens Attitudes
Download full textKardes, Servet – International Journal of Progressive Education, 2020
The purpose of this study is to examine the abstracts in 6th International Preschool Education Congress abstract book in terms of research subject, method, model, sample type, data collection tools, data analysis techniques, validity and reliability. This study is a qualitative study and was conducted using document analysis, which is one of the…
Descriptors: Preschool Education, Educational Research, Research Methodology, Data Collection
Hesterman, Sandra; Targowska, Anna – Australasian Journal of Early Childhood, 2020
This paper discusses the findings of a qualitative research project conducted in 2017 that explored practitioners' experiences and perceptions of the provision of play pedagogies in contemporary Western Australian early childhood education contexts. Interviews were conducted with four play-based learning teachers and an open-ended survey was…
Descriptors: Play, Teaching Methods, Early Childhood Education, Foreign Countries
Cattaro, Gerald M.; Richard, Philippe; Wodon, Quentin – Journal of Catholic Education, 2021
Every four years, the International Office of Catholic Education (OIEC in French) organizes its World Congress as an opportunity for participants -- including school teachers and principals, to share their experiences and achievements, as well as the challenges they face. In June 2019, the Educatio Si Congress took place in New York in partnership…
Descriptors: Barriers, Catholic Schools, International Organizations, Teacher Attitudes
Roberts, Amy M.; LoCasale-Crouch, Jennifer; Hamre, Bridget K.; Jamil, Faiza M. – Journal of Early Childhood Teacher Education, 2020
This mixed methods study examines the impact of online professional development on preschool teachers' self-efficacy, burnout, and stress. Participating teachers (n = 89) were randomly assigned into four groups: one of three treatment conditions (course-only, conference, reflective writing) or a control group. All treatment conditions received a…
Descriptors: Preschool Teachers, Self Efficacy, Teacher Burnout, Stress Variables
Caspe, Margaret; Atkin, Catherine; De Reyal, Laura; Hau, Isabelle; Keesey, Dorreen; Ligon, Nisha; Wilton, Katelin; Salinas, Steven – Global Family Research Project, 2019
Global Family Research Project joined with four other organizations as part of the LEGO Idea Conference to take an in-depth look at letting families guide the creation of programs and services that best meet their needs. This summary of the event session, held in Billund, Denmark, includes international examples of collaborating with families and…
Descriptors: Family Programs, Program Descriptions, Program Development, Feedback (Response)
Haakmat, Martha – Montessori Life: A Publication of the American Montessori Society, 2015
Martha Haakmat writes in this article that in some ways she understands why parents might have a harder time understanding why Montessori is education at its best, especially as their children progress past preschool. Haakmat goes on to say that the learning path at Montessori schools is more proactive. Montessori schools ask that parents partner…
Descriptors: Parent Education, Montessori Schools, Montessori Method, Parent Participation
Buchanan, Lisa Brown; Moody, Amelia K.; Fox, Kathy Renita; Hargrove, Tracy Yarbrough; Roney, Kathleen; Brophy, Alicia – AERA Online Paper Repository, 2016
Teacher education programs are typically seen as innovative models of teaching, but how do teacher educators stay current in methodologies that reach diverse and underserved students? This study documents the initial teaching concerns of seasoned teacher educators (PK-8th grade), across areas of study, and followed them across two years as they…
Descriptors: Communities of Practice, Teacher Educators, Faculty Development, Experienced Teachers
Morell, Zoila, Ed. – Journal of Multilingual Education Research, 2017
In June of 2015, as New York City expanded Universal Pre-K (UPK) to reach nearly all available four-year-olds, the "New York State Association for Bilingual Education" (NYSABE) and the "NYS/NYC Regional Bilingual Education Resource Network" (NYS/NYC RBE-RN) of Fordham University collaborated to hold a Roundtable event bringing…
Descriptors: Preschool Education, Preschool Children, Bilingual Students, Multilingualism
Hadley, Fay; Waniganayake, Manjula; Shepherd, Wendy – Professional Development in Education, 2015
Continuous professional learning and development (PLD) is an essential component of effective practice in any profession. PLD as a professional responsibility and workplace requirement in early childhood (EC) settings is now embedded in Australian national policy. What PLD looks like and how it happens in EC settings is a hot topic both locally…
Descriptors: Foreign Countries, Early Childhood Education, Preschool Teachers, Faculty Development
Gube, Maren; Shore, Bruce M. – Online Submission, 2018
From the 1990s until 2017 the High Ability and Inquiry Research Group (HAIR) at McGill University in Montreal, received C$1.3M in research funds from Canadian, Quebec, and US agencies to support its research and graduate training in education and educational psychology. Their research encompassed two principal areas, Inquiry in Education and…
Descriptors: Foreign Countries, Educational Research, Educational Objectives, Academic Ability
Grey House Publishing, 2018
"The Complete Learning Disabilities Resource Guide" (formerly "The Complete Learning Disabilities Directory") has been a comprehensive and sought-after resource for professionals, families and individuals with learning disabilities since 1992. This twenty-first edition is the most comprehensive and current source of resources…
Descriptors: Learning Disabilities, Identification, Academic Achievement, Professional Associations
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