The purpose of this qualitative phenomenological study was to examine teachers' knowledge, attitudes, and beliefs about executive functions utilized in reading instruction of kindergarten through third-grade students. This research study used open-ended, semi-structured interview questions to gain a better understanding of what teachers know and…

This article presents an analysis of the links between teacher practice and forced displacement based on a theoretical conceptualization and the narratives of the main actors: teachers and students of the first cycle of two schools in the city of Bogota. We analyze the contexts of the schools and the dynamics of the school scenarios. The research…

The study investigated a relationship between National Board certification and perceived use of developmentally appropriate practices (DAP). A self-developed survey, the Early-childhood Teacher Inventory of Practices, was e-mailed to participants. Participants included 246 non-National Board-certified (non-NBCT) and 135 National Board-certified…

Early years classroom practice in Northern Ireland is perceived to be dominated by a traditional teacher-directed model to the detriment of a more constructivist, play-based and child-initiated learning environment favoured in many nations' early education provision (see for example Walsh, 2000). In 2002, the Northern Ireland Council for…