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Direct linkBucher, Eric Zachary – ProQuest LLC, 2019
The purpose of this action research was to understand how reflective, job-embedded early childhood science professional learning and development (PLD) impacted Early Head Start (EHS) teacher learning and their perceptions toward science with toddlers. Limited content knowledge and lack of formal preparation impact teachers' understanding of…
Descriptors: Science Interests, Scientific Attitudes, Science Instruction, Early Childhood Education
Download full textEducation Policy Innovation Collaborative, 2021
Education Policy Innovation Collaborative (EPIC) partnered with the Michigan Department of Education (MDE) to conduct a multi-year study of Michigan's implementation of competency-based education in K-12 schools. This mixed-methods study seeks to investigate the implementation and effectiveness of CBE using data from surveys administered to 21j…
Descriptors: Competency Based Education, Program Implementation, Program Effectiveness, Elementary Secondary Education
Lieberman, Abbie; Cook, Shayna; Jackson, Sarah – New America, 2018
There are multiple explanations for why many children do not have access to well-prepared pre-K teachers. The five programs profiled in this report show that it is possible to give pre-K teachers rich, research-based training that prepares them to work with young children. However, there is a scarcity of opportunities focused on the developmental…
Descriptors: Teacher Competencies, Preschool Teachers, Preschool Education, Kindergarten
Gronlund, Gaye; Stewart, Kathy – Young Children, 2011
Excellent teachers in early childhood programs are intentional in all they do with and for children. They do not assume that children's development will happen without support, encouragement, and scaffolding or without presenting appropriate challenges for the children. Intentionality is a key message in "Developmentally Appropriate Practice…
Descriptors: Nursery Schools, Preschool Education, Children, Intention
Corter, Carl, Ed.; Park, Norman W., Ed. – 1993
A study identified and analyzed exemplary and effective programs available in Canada for kindergarten students. The broad-based research team included members from faculties of education, boards of education, early childhood education programs, a research consulting firm, child development researchers, and teacher-practitioners. The study began…
Descriptors: Developmentally Appropriate Practices, Early Childhood Education, Emotional Development, Foreign Countries
Peer reviewedFarran, Dale C.; And Others – New Directions for Child Development, 1991
Examined public school preschool programs for disadvantaged children and their developmental appropriateness by studying the programs' effects on children's language and memory skills and on classroom environment. Results showed that teachers could not distinguish their uninvolvement from overly and inappropriate academic involvement. Teachers did…
Descriptors: Academic Achievement, Classroom Environment, Developmentally Appropriate Practices, Early Childhood Education
