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Journal of Early Childhood Teacher Education最新文献

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North Carolina Head Start Teachers' Needs, Resources, Experiences, and Priority for Science Education and Professional Development.
IF 0.9
Journal of Early Childhood Teacher Education Pub Date : 2025-01-01 Epub Date: 2024-10-10 DOI: 10.1080/10901027.2024.2413596
Archana V Hegde, Jessica Resor, Jocelyn B Dixon, Lucía I Méndez, Tammy D Lee, Valerie Jarvis McMillan, L Suzanne Goodell, Virginia C Stage
{"title":"North Carolina Head Start Teachers' Needs, Resources, Experiences, and Priority for Science Education and Professional Development.","authors":"Archana V Hegde, Jessica Resor, Jocelyn B Dixon, Lucía I Méndez, Tammy D Lee, Valerie Jarvis McMillan, L Suzanne Goodell, Virginia C Stage","doi":"10.1080/10901027.2024.2413596","DOIUrl":"10.1080/10901027.2024.2413596","url":null,"abstract":"<p><p>Early science learning is a part of preschool curriculum that can have positive outcomes for children's scientific knowledge and interest. Head Start teachers are well positioned to implement quality science lessons. Through an in-depth needs assessment survey, the current study examined North Carolina preschool Head Start teachers' responses on needs, resources, experiences with professional development, and personal priority level for science education. Our analysis revealed that Head Start teachers mostly utilized informal teaching methods, used curricular and organizational resources, but utilizing mealtimes for teaching science had mixed responses. Teachers reported their access to resources and connections to community partnerships. Teachers preferred asynchronous or online PD formats and were motivated by compensation and continuing education credits while accessing PD. Most teachers rated science to be a very or extremely important personal priority. Differences in teacher education, experience, and position levels also influenced the findings of the study. The implication section delineates steps that can be taken towards strengthening science education within Head Start settings along with support that can be provided to the teachers.</p>","PeriodicalId":45981,"journal":{"name":"Journal of Early Childhood Teacher Education","volume":"46 1","pages":"123-149"},"PeriodicalIF":0.9,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11879258/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143568456","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Early childhood inquiry and e-learning: recontextualizing a progressive pedagogy in online school 幼儿探究与电子学习：在网校中重新构建渐进式教学法
IF 1.2
Journal of Early Childhood Teacher Education Pub Date : 2024-06-27 DOI: 10.1080/10901027.2024.2371318
Stephanie C. Sanders-Smith, Tanya Espinosa Cordoba, Jadyn Laixely, Giselle Martinez Negrette
{"title":"Early childhood inquiry and e-learning: recontextualizing a progressive pedagogy in online school","authors":"Stephanie C. Sanders-Smith, Tanya Espinosa Cordoba, Jadyn Laixely, Giselle Martinez Negrette","doi":"10.1080/10901027.2024.2371318","DOIUrl":"https://doi.org/10.1080/10901027.2024.2371318","url":null,"abstract":"This is a study of progressive education in the context of virtual preschool. The COVID-19 pandemic has challenged teachers globally to adapt to new e-learning environments while finding creative s...","PeriodicalId":45981,"journal":{"name":"Journal of Early Childhood Teacher Education","volume":"51 1","pages":""},"PeriodicalIF":1.2,"publicationDate":"2024-06-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141608573","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
“Let’s just be human:” kindergarten teachers leveraging collegial supports during the first covid-19 school year "让我们做人吧："幼儿园教师在第一学年（covid-19）利用同事间的支持
IF 1.2
Journal of Early Childhood Teacher Education Pub Date : 2024-06-04 DOI: 10.1080/10901027.2024.2362648
Julie Katter, Natalia M. Rojas, Stephanie L. Albert, Bethany Springer, Nicole Huang-Greco, Bonnie Kerker
{"title":"“Let’s just be human:” kindergarten teachers leveraging collegial supports during the first covid-19 school year","authors":"Julie Katter, Natalia M. Rojas, Stephanie L. Albert, Bethany Springer, Nicole Huang-Greco, Bonnie Kerker","doi":"10.1080/10901027.2024.2362648","DOIUrl":"https://doi.org/10.1080/10901027.2024.2362648","url":null,"abstract":"Although efforts have been made to improve teacher professional development and ongoing supports, limited research has examined how early childhood education (ECE) teachers support each other infor...","PeriodicalId":45981,"journal":{"name":"Journal of Early Childhood Teacher Education","volume":"40 1","pages":""},"PeriodicalIF":1.2,"publicationDate":"2024-06-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141510592","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
How constructivism influences pre-service teachers’ beliefs and practices and child self-regulation 建构主义如何影响职前教师的信念和实践以及儿童的自我调节能力
IF 1.2
Journal of Early Childhood Teacher Education Pub Date : 2024-04-22 DOI: 10.1080/10901027.2024.2345064
Haruka Konishi, Ronda Chesney
{"title":"How constructivism influences pre-service teachers’ beliefs and practices and child self-regulation","authors":"Haruka Konishi, Ronda Chesney","doi":"10.1080/10901027.2024.2345064","DOIUrl":"https://doi.org/10.1080/10901027.2024.2345064","url":null,"abstract":"Project Construct is a learner-centered constructivist framework that emphasizes positive teacher-student relationships, autonomy, and child-led experiences. Constructivist pedagogy promote cogniti...","PeriodicalId":45981,"journal":{"name":"Journal of Early Childhood Teacher Education","volume":"51 1","pages":""},"PeriodicalIF":1.2,"publicationDate":"2024-04-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140636279","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Differential long-term effects of a language-based professional development program on instructional support quality 基于语言的专业发展计划对教学支持质量的长期不同影响
IF 1.2
Journal of Early Childhood Teacher Education Pub Date : 2024-03-17 DOI: 10.1080/10901027.2024.2327422
Stefanie Horner, Gisela Kammermeyer
{"title":"Differential long-term effects of a language-based professional development program on instructional support quality","authors":"Stefanie Horner, Gisela Kammermeyer","doi":"10.1080/10901027.2024.2327422","DOIUrl":"https://doi.org/10.1080/10901027.2024.2327422","url":null,"abstract":"The present study focused on the differential effects of two German PD programs in the ECEC field. We examined whether PD programs are equally effective for all ECEC professionals or whether ECEC p...","PeriodicalId":45981,"journal":{"name":"Journal of Early Childhood Teacher Education","volume":"56 1","pages":""},"PeriodicalIF":1.2,"publicationDate":"2024-03-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140166038","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Early self-regulation: kindergarten teachers’ understandings, estimates, indicators, and intervention strategies 早期自我调节：幼儿园教师的理解、估计、指标和干预策略
IF 1.2
Journal of Early Childhood Teacher Education Pub Date : 2024-03-14 DOI: 10.1080/10901027.2024.2327424
Alfredo Bautista, Kate E. Williams, Kerry Lee, Siu-Ping Ng
{"title":"Early self-regulation: kindergarten teachers’ understandings, estimates, indicators, and intervention strategies","authors":"Alfredo Bautista, Kate E. Williams, Kerry Lee, Siu-Ping Ng","doi":"10.1080/10901027.2024.2327424","DOIUrl":"https://doi.org/10.1080/10901027.2024.2327424","url":null,"abstract":"Self-regulation is arguably one of the most crucial predictors of school readiness, academic achievement, and lifelong well-being. While educators in the prior-to-school years have a pivotal role t...","PeriodicalId":45981,"journal":{"name":"Journal of Early Childhood Teacher Education","volume":"68 1","pages":""},"PeriodicalIF":1.2,"publicationDate":"2024-03-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140148948","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Sense of belonging among students preparing for early childhood-related careers 准备从事幼儿相关职业的学生的归属感
IF 1.2
Journal of Early Childhood Teacher Education Pub Date : 2024-03-09 DOI: 10.1080/10901027.2024.2325355
Maria Fusaro, Tuka Almamori
{"title":"Sense of belonging among students preparing for early childhood-related careers","authors":"Maria Fusaro, Tuka Almamori","doi":"10.1080/10901027.2024.2325355","DOIUrl":"https://doi.org/10.1080/10901027.2024.2325355","url":null,"abstract":"The COVID-19 pandemic highlighted the need for higher education institutions to take a holistic approach to early childhood teacher preparation, which includes fostering students’ social connection...","PeriodicalId":45981,"journal":{"name":"Journal of Early Childhood Teacher Education","volume":"16 1","pages":""},"PeriodicalIF":1.2,"publicationDate":"2024-03-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140149142","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Family practices in educator licensure: a content analysis of U.S. state requirements 教育工作者执照中的家庭实践：美国各州要求的内容分析
IF 1.2
Journal of Early Childhood Teacher Education Pub Date : 2024-03-06 DOI: 10.1080/10901027.2024.2314290
Jenna M. Weglarz-Ward, Maryssa Kucskar Mitsch, Jessica M Branch, Melissa Yarczower, Cyndy Anang
{"title":"Family practices in educator licensure: a content analysis of U.S. state requirements","authors":"Jenna M. Weglarz-Ward, Maryssa Kucskar Mitsch, Jessica M Branch, Melissa Yarczower, Cyndy Anang","doi":"10.1080/10901027.2024.2314290","DOIUrl":"https://doi.org/10.1080/10901027.2024.2314290","url":null,"abstract":"Families are critical to children’s learning and play a vital role on their children’s team. As such, preparation standards across the Division for Early Childhood, National Association for the Edu...","PeriodicalId":45981,"journal":{"name":"Journal of Early Childhood Teacher Education","volume":"34 1","pages":""},"PeriodicalIF":1.2,"publicationDate":"2024-03-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140072642","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Culturally, linguistically, and legally relevant caring for undocumented migrant children and their families 从文化、语言和法律角度关爱无证移民儿童及其家庭
IF 1.2
Journal of Early Childhood Teacher Education Pub Date : 2024-01-11 DOI: 10.1080/10901027.2024.2304047
Yeji Kim, Jiyoung Kang
{"title":"Culturally, linguistically, and legally relevant caring for undocumented migrant children and their families","authors":"Yeji Kim, Jiyoung Kang","doi":"10.1080/10901027.2024.2304047","DOIUrl":"https://doi.org/10.1080/10901027.2024.2304047","url":null,"abstract":"Merely juxtaposing the accelerating number of undocumented migrant children and their distinctive struggles is an inadequate approach to educational scholarship of early childhood teachers working ...","PeriodicalId":45981,"journal":{"name":"Journal of Early Childhood Teacher Education","volume":"34 1","pages":""},"PeriodicalIF":1.2,"publicationDate":"2024-01-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139465020","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Play-based assessment through a simulation-based widget: reflection to practice 通过模拟小工具进行游戏式评估：从反思到实践
IF 1.2
Journal of Early Childhood Teacher Education Pub Date : 2024-01-10 DOI: 10.1080/10901027.2024.2302624
Krisztina Weiszhaupt, Kathleen Bastedo, Marisa Macy
{"title":"Play-based assessment through a simulation-based widget: reflection to practice","authors":"Krisztina Weiszhaupt, Kathleen Bastedo, Marisa Macy","doi":"10.1080/10901027.2024.2302624","DOIUrl":"https://doi.org/10.1080/10901027.2024.2302624","url":null,"abstract":"As the application of authentic assessment (AA) in early childhood education (ECE) programs is emerging, the demand for professionals who understand the fundamental elements of AA and can incorpora...","PeriodicalId":45981,"journal":{"name":"Journal of Early Childhood Teacher Education","volume":"80 2 1","pages":""},"PeriodicalIF":1.2,"publicationDate":"2024-01-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139413151","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
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