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You searched for subject:(Early Childhood Teacher). Showing records 1 – 30 of 775 total matches.

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Youngstown State University

1. Zippie, Kimberly Justham, Zippie. The Early Learning Harvest: The Relationship between Teacher Educational Levels and Child Outcomes.

Degree: Doctor of Education (Educational Leadership), Department of Educational Foundations, Research, Technology and Leadership, 2016, Youngstown State University

Early childhood education has proven to be a significant return on investment for society. Research studies have reported greater academic achievement levels, increased probability to… (more)

Subjects/Keywords: Early Childhood Education; Education; early childhood education, early childhood teacher training, early childhood teacher education

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Zippie, Kimberly Justham, Z. (2016). The Early Learning Harvest: The Relationship between Teacher Educational Levels and Child Outcomes. (Doctoral Dissertation). Youngstown State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ysu1464378368

Chicago Manual of Style (16th Edition):

Zippie, Kimberly Justham, Zippie. “The Early Learning Harvest: The Relationship between Teacher Educational Levels and Child Outcomes.” 2016. Doctoral Dissertation, Youngstown State University. Accessed September 22, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1464378368.

MLA Handbook (7th Edition):

Zippie, Kimberly Justham, Zippie. “The Early Learning Harvest: The Relationship between Teacher Educational Levels and Child Outcomes.” 2016. Web. 22 Sep 2019.

Vancouver:

Zippie, Kimberly Justham Z. The Early Learning Harvest: The Relationship between Teacher Educational Levels and Child Outcomes. [Internet] [Doctoral dissertation]. Youngstown State University; 2016. [cited 2019 Sep 22]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ysu1464378368.

Council of Science Editors:

Zippie, Kimberly Justham Z. The Early Learning Harvest: The Relationship between Teacher Educational Levels and Child Outcomes. [Doctoral Dissertation]. Youngstown State University; 2016. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ysu1464378368


University of South Florida

2. Alsuhail, Hessa. Teachers' Third Eye| Using Video Elicitation Interviews To Facilitate Kuwaiti Early Childhood Preservice Teachers' Reflections.

Degree: 2016, University of South Florida

  This qualitative descriptive study explored the experiences of three Kuwaiti pre-service teachers with guided reflection and the extent to which video technology facilitates reflection.… (more)

Subjects/Keywords: Early childhood education; Teacher education

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APA (6th Edition):

Alsuhail, H. (2016). Teachers' Third Eye| Using Video Elicitation Interviews To Facilitate Kuwaiti Early Childhood Preservice Teachers' Reflections. (Thesis). University of South Florida. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=10243161

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Alsuhail, Hessa. “Teachers' Third Eye| Using Video Elicitation Interviews To Facilitate Kuwaiti Early Childhood Preservice Teachers' Reflections.” 2016. Thesis, University of South Florida. Accessed September 22, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=10243161.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Alsuhail, Hessa. “Teachers' Third Eye| Using Video Elicitation Interviews To Facilitate Kuwaiti Early Childhood Preservice Teachers' Reflections.” 2016. Web. 22 Sep 2019.

Vancouver:

Alsuhail H. Teachers' Third Eye| Using Video Elicitation Interviews To Facilitate Kuwaiti Early Childhood Preservice Teachers' Reflections. [Internet] [Thesis]. University of South Florida; 2016. [cited 2019 Sep 22]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10243161.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Alsuhail H. Teachers' Third Eye| Using Video Elicitation Interviews To Facilitate Kuwaiti Early Childhood Preservice Teachers' Reflections. [Thesis]. University of South Florida; 2016. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10243161

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


West Virginia University

3. Buchanan, Kaitlin J. Differences in Quality Environmental Rating Subscales between Family Child Care Homes and Facilities in West Virginia.

Degree: MA, Learning Sciences and Human Development, 2012, West Virginia University

 Quality of family child care homes and facilities in the state of West Virginia was investigated for differences in quality and provider education and training.… (more)

Subjects/Keywords: Early childhood education; Teacher education

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Buchanan, K. J. (2012). Differences in Quality Environmental Rating Subscales between Family Child Care Homes and Facilities in West Virginia. (Thesis). West Virginia University. Retrieved from https://researchrepository.wvu.edu/etd/873

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Buchanan, Kaitlin J. “Differences in Quality Environmental Rating Subscales between Family Child Care Homes and Facilities in West Virginia.” 2012. Thesis, West Virginia University. Accessed September 22, 2019. https://researchrepository.wvu.edu/etd/873.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Buchanan, Kaitlin J. “Differences in Quality Environmental Rating Subscales between Family Child Care Homes and Facilities in West Virginia.” 2012. Web. 22 Sep 2019.

Vancouver:

Buchanan KJ. Differences in Quality Environmental Rating Subscales between Family Child Care Homes and Facilities in West Virginia. [Internet] [Thesis]. West Virginia University; 2012. [cited 2019 Sep 22]. Available from: https://researchrepository.wvu.edu/etd/873.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Buchanan KJ. Differences in Quality Environmental Rating Subscales between Family Child Care Homes and Facilities in West Virginia. [Thesis]. West Virginia University; 2012. Available from: https://researchrepository.wvu.edu/etd/873

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Massey University

4. Ord, Katherine Ann. Bodies of knowledge : early childhood teachers' experiences of their initial teacher education programme and sense of preparedness for teaching.

Degree: PhD, Education, 2010, Massey University

 This thesis investigates the phenomenon of ‘preparedness’ as it is employed in relation to the preparation of early childhood teachers through initial teacher education. It… (more)

Subjects/Keywords: Early childhood teachers; Early childhood teacher training; Preparedness; Teacher education

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Ord, K. A. (2010). Bodies of knowledge : early childhood teachers' experiences of their initial teacher education programme and sense of preparedness for teaching. (Doctoral Dissertation). Massey University. Retrieved from http://hdl.handle.net/10179/2483

Chicago Manual of Style (16th Edition):

Ord, Katherine Ann. “Bodies of knowledge : early childhood teachers' experiences of their initial teacher education programme and sense of preparedness for teaching.” 2010. Doctoral Dissertation, Massey University. Accessed September 22, 2019. http://hdl.handle.net/10179/2483.

MLA Handbook (7th Edition):

Ord, Katherine Ann. “Bodies of knowledge : early childhood teachers' experiences of their initial teacher education programme and sense of preparedness for teaching.” 2010. Web. 22 Sep 2019.

Vancouver:

Ord KA. Bodies of knowledge : early childhood teachers' experiences of their initial teacher education programme and sense of preparedness for teaching. [Internet] [Doctoral dissertation]. Massey University; 2010. [cited 2019 Sep 22]. Available from: http://hdl.handle.net/10179/2483.

Council of Science Editors:

Ord KA. Bodies of knowledge : early childhood teachers' experiences of their initial teacher education programme and sense of preparedness for teaching. [Doctoral Dissertation]. Massey University; 2010. Available from: http://hdl.handle.net/10179/2483


Massey University

5. Aspden, Karyn Michelle. Illuminating the assessment of practicum in New Zealand early childhood initial teacher education.

Degree: PhD, Education, 2014, Massey University

 Practicum is a core feature of initial teacher education. It is the site of induction and mentoring, intended to support the student teacher in their… (more)

Subjects/Keywords: Teacher education; Early childhood teacher training; Teacher training; Early childhood teaching, New Zealand; Practicum

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Aspden, K. M. (2014). Illuminating the assessment of practicum in New Zealand early childhood initial teacher education. (Doctoral Dissertation). Massey University. Retrieved from http://hdl.handle.net/10179/6473

Chicago Manual of Style (16th Edition):

Aspden, Karyn Michelle. “Illuminating the assessment of practicum in New Zealand early childhood initial teacher education.” 2014. Doctoral Dissertation, Massey University. Accessed September 22, 2019. http://hdl.handle.net/10179/6473.

MLA Handbook (7th Edition):

Aspden, Karyn Michelle. “Illuminating the assessment of practicum in New Zealand early childhood initial teacher education.” 2014. Web. 22 Sep 2019.

Vancouver:

Aspden KM. Illuminating the assessment of practicum in New Zealand early childhood initial teacher education. [Internet] [Doctoral dissertation]. Massey University; 2014. [cited 2019 Sep 22]. Available from: http://hdl.handle.net/10179/6473.

Council of Science Editors:

Aspden KM. Illuminating the assessment of practicum in New Zealand early childhood initial teacher education. [Doctoral Dissertation]. Massey University; 2014. Available from: http://hdl.handle.net/10179/6473


Texas A&M University

6. Godwin, Amber Joyce. Exploring Reading and Mathematics Integration in Preschool-Aged Children.

Degree: 2015, Texas A&M University

 The purpose of this dissertation was to add further support to the claim that concurrent reading and mathematics instruction with young children could not only… (more)

Subjects/Keywords: Reading; mathematics; early childhood; family literacy programs; early childhood teacher programs

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Godwin, A. J. (2015). Exploring Reading and Mathematics Integration in Preschool-Aged Children. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/155573

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Godwin, Amber Joyce. “Exploring Reading and Mathematics Integration in Preschool-Aged Children.” 2015. Thesis, Texas A&M University. Accessed September 22, 2019. http://hdl.handle.net/1969.1/155573.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Godwin, Amber Joyce. “Exploring Reading and Mathematics Integration in Preschool-Aged Children.” 2015. Web. 22 Sep 2019.

Vancouver:

Godwin AJ. Exploring Reading and Mathematics Integration in Preschool-Aged Children. [Internet] [Thesis]. Texas A&M University; 2015. [cited 2019 Sep 22]. Available from: http://hdl.handle.net/1969.1/155573.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Godwin AJ. Exploring Reading and Mathematics Integration in Preschool-Aged Children. [Thesis]. Texas A&M University; 2015. Available from: http://hdl.handle.net/1969.1/155573

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

7. Osman, Hanan T. Inside perspectives on early childhood program quality : a case study of teacher beliefs and embedded practices: Title on signature form: Inside perspective on early childhood program quality : a case study of teacher beliefs and embeded practices.

Degree: PhD, 2011, Ball State University

 A cross-case approach was employed to examine early childhood teachers’ perspectives on quality of early childhood programs and how they embed those perspectives in their… (more)

Subjects/Keywords: Early childhood education; Teacher effectiveness; Early childhood teachers – Attitudes – Case studies

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Osman, H. T. (2011). Inside perspectives on early childhood program quality : a case study of teacher beliefs and embedded practices: Title on signature form: Inside perspective on early childhood program quality : a case study of teacher beliefs and embeded practices. (Doctoral Dissertation). Ball State University. Retrieved from http://cardinalscholar.bsu.edu/handle/123456789/195139

Chicago Manual of Style (16th Edition):

Osman, Hanan T. “Inside perspectives on early childhood program quality : a case study of teacher beliefs and embedded practices: Title on signature form: Inside perspective on early childhood program quality : a case study of teacher beliefs and embeded practices.” 2011. Doctoral Dissertation, Ball State University. Accessed September 22, 2019. http://cardinalscholar.bsu.edu/handle/123456789/195139.

MLA Handbook (7th Edition):

Osman, Hanan T. “Inside perspectives on early childhood program quality : a case study of teacher beliefs and embedded practices: Title on signature form: Inside perspective on early childhood program quality : a case study of teacher beliefs and embeded practices.” 2011. Web. 22 Sep 2019.

Vancouver:

Osman HT. Inside perspectives on early childhood program quality : a case study of teacher beliefs and embedded practices: Title on signature form: Inside perspective on early childhood program quality : a case study of teacher beliefs and embeded practices. [Internet] [Doctoral dissertation]. Ball State University; 2011. [cited 2019 Sep 22]. Available from: http://cardinalscholar.bsu.edu/handle/123456789/195139.

Council of Science Editors:

Osman HT. Inside perspectives on early childhood program quality : a case study of teacher beliefs and embedded practices: Title on signature form: Inside perspective on early childhood program quality : a case study of teacher beliefs and embeded practices. [Doctoral Dissertation]. Ball State University; 2011. Available from: http://cardinalscholar.bsu.edu/handle/123456789/195139

8. Jozwiak, Melissa M. In-service teacher's beliefs and perceptions regarding mentoring preservice teachers| A critical look at the transformative possibilities within Professional Development School partnerships.

Degree: 2011, New Mexico State University

  A qualitative research study designed to understand, from the in-service teachers perspective, what it is like to open their classrooms and mentor a preservice… (more)

Subjects/Keywords: Education, Early Childhood; Education, Teacher Training

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Jozwiak, M. M. (2011). In-service teacher's beliefs and perceptions regarding mentoring preservice teachers| A critical look at the transformative possibilities within Professional Development School partnerships. (Thesis). New Mexico State University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3448963

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Jozwiak, Melissa M. “In-service teacher's beliefs and perceptions regarding mentoring preservice teachers| A critical look at the transformative possibilities within Professional Development School partnerships.” 2011. Thesis, New Mexico State University. Accessed September 22, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=3448963.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Jozwiak, Melissa M. “In-service teacher's beliefs and perceptions regarding mentoring preservice teachers| A critical look at the transformative possibilities within Professional Development School partnerships.” 2011. Web. 22 Sep 2019.

Vancouver:

Jozwiak MM. In-service teacher's beliefs and perceptions regarding mentoring preservice teachers| A critical look at the transformative possibilities within Professional Development School partnerships. [Internet] [Thesis]. New Mexico State University; 2011. [cited 2019 Sep 22]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3448963.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Jozwiak MM. In-service teacher's beliefs and perceptions regarding mentoring preservice teachers| A critical look at the transformative possibilities within Professional Development School partnerships. [Thesis]. New Mexico State University; 2011. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3448963

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


The University of North Carolina at Chapel Hill

9. Gillis, Margaret C. Birth-Kindergarten Licensure Graduates' Perceptions of Their Current Practices and Pre-Service Preparation Relative to Individualization Strategies for Young Children.

Degree: 2012, The University of North Carolina at Chapel Hill

  The purpose of this study was to examine the current practices and pre-service preparation of recent graduates of North Carolina Birth-Kindergarten (B-K) teacher licensure… (more)

Subjects/Keywords: Education, Early Childhood; Education, Teacher Training

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Gillis, M. C. (2012). Birth-Kindergarten Licensure Graduates' Perceptions of Their Current Practices and Pre-Service Preparation Relative to Individualization Strategies for Young Children. (Thesis). The University of North Carolina at Chapel Hill. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3495483

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Gillis, Margaret C. “Birth-Kindergarten Licensure Graduates' Perceptions of Their Current Practices and Pre-Service Preparation Relative to Individualization Strategies for Young Children.” 2012. Thesis, The University of North Carolina at Chapel Hill. Accessed September 22, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=3495483.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Gillis, Margaret C. “Birth-Kindergarten Licensure Graduates' Perceptions of Their Current Practices and Pre-Service Preparation Relative to Individualization Strategies for Young Children.” 2012. Web. 22 Sep 2019.

Vancouver:

Gillis MC. Birth-Kindergarten Licensure Graduates' Perceptions of Their Current Practices and Pre-Service Preparation Relative to Individualization Strategies for Young Children. [Internet] [Thesis]. The University of North Carolina at Chapel Hill; 2012. [cited 2019 Sep 22]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3495483.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Gillis MC. Birth-Kindergarten Licensure Graduates' Perceptions of Their Current Practices and Pre-Service Preparation Relative to Individualization Strategies for Young Children. [Thesis]. The University of North Carolina at Chapel Hill; 2012. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3495483

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


The University of Oklahoma

10. Monroe, Lisa Ann Langenbach. Evaluation of a laboratory preschool| Utilizing a theory approach logic model.

Degree: 2009, The University of Oklahoma

  Utilization-focused, process evaluations of university-based laboratory preschools in their associated role with teacher preparation programs are rare in current literature. The purpose of such… (more)

Subjects/Keywords: Education, Early Childhood; Education, Teacher Training

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Monroe, L. A. L. (2009). Evaluation of a laboratory preschool| Utilizing a theory approach logic model. (Thesis). The University of Oklahoma. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3355799

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Monroe, Lisa Ann Langenbach. “Evaluation of a laboratory preschool| Utilizing a theory approach logic model.” 2009. Thesis, The University of Oklahoma. Accessed September 22, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=3355799.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Monroe, Lisa Ann Langenbach. “Evaluation of a laboratory preschool| Utilizing a theory approach logic model.” 2009. Web. 22 Sep 2019.

Vancouver:

Monroe LAL. Evaluation of a laboratory preschool| Utilizing a theory approach logic model. [Internet] [Thesis]. The University of Oklahoma; 2009. [cited 2019 Sep 22]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3355799.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Monroe LAL. Evaluation of a laboratory preschool| Utilizing a theory approach logic model. [Thesis]. The University of Oklahoma; 2009. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3355799

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

11. Brown, Carmen Sherry. Implementing preschool curriculum| Mentoring and coaching as key components to teacher professional development.

Degree: 2010, State University of New York at Buffalo

  Preschool education plays an important role in increasing school readiness and closing achievement gaps for children at risk. With public schools facing heightened accountability… (more)

Subjects/Keywords: Education, Early Childhood; Education, Teacher Training

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Brown, C. S. (2010). Implementing preschool curriculum| Mentoring and coaching as key components to teacher professional development. (Thesis). State University of New York at Buffalo. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3419167

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Brown, Carmen Sherry. “Implementing preschool curriculum| Mentoring and coaching as key components to teacher professional development.” 2010. Thesis, State University of New York at Buffalo. Accessed September 22, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=3419167.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Brown, Carmen Sherry. “Implementing preschool curriculum| Mentoring and coaching as key components to teacher professional development.” 2010. Web. 22 Sep 2019.

Vancouver:

Brown CS. Implementing preschool curriculum| Mentoring and coaching as key components to teacher professional development. [Internet] [Thesis]. State University of New York at Buffalo; 2010. [cited 2019 Sep 22]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3419167.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Brown CS. Implementing preschool curriculum| Mentoring and coaching as key components to teacher professional development. [Thesis]. State University of New York at Buffalo; 2010. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3419167

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

12. Nolan, Lisa A. Perceptions of the teacher-student relationship among full-day kindergarten teachers in relation to the achievement of students of poverty| A phenomenological qualitative study.

Degree: 2016, Northwest Nazarene University

  When considering closing the achievement gap, full-day kindergarten (FDK) is a viable contender. The implementation of specific teacher strategies enhances the FDK experience and… (more)

Subjects/Keywords: Early childhood education; Educational psychology; Teacher education

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Nolan, L. A. (2016). Perceptions of the teacher-student relationship among full-day kindergarten teachers in relation to the achievement of students of poverty| A phenomenological qualitative study. (Thesis). Northwest Nazarene University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=10124216

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Nolan, Lisa A. “Perceptions of the teacher-student relationship among full-day kindergarten teachers in relation to the achievement of students of poverty| A phenomenological qualitative study.” 2016. Thesis, Northwest Nazarene University. Accessed September 22, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=10124216.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Nolan, Lisa A. “Perceptions of the teacher-student relationship among full-day kindergarten teachers in relation to the achievement of students of poverty| A phenomenological qualitative study.” 2016. Web. 22 Sep 2019.

Vancouver:

Nolan LA. Perceptions of the teacher-student relationship among full-day kindergarten teachers in relation to the achievement of students of poverty| A phenomenological qualitative study. [Internet] [Thesis]. Northwest Nazarene University; 2016. [cited 2019 Sep 22]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10124216.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Nolan LA. Perceptions of the teacher-student relationship among full-day kindergarten teachers in relation to the achievement of students of poverty| A phenomenological qualitative study. [Thesis]. Northwest Nazarene University; 2016. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10124216

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

13. Sakuma, Reiko. Teacher expectations for entering kindergarteners| A qualitative study with prekindergarten and kindergarten teachers.

Degree: 2013, California State University, Long Beach

  This phenomenological study explored five pre-kindergarten and five kindergarten teachers' expectations for entering kindergarteners, the sources of teachers' expectations, and nature of collaborations between… (more)

Subjects/Keywords: Education, Early Childhood; Education, Teacher Training

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Sakuma, R. (2013). Teacher expectations for entering kindergarteners| A qualitative study with prekindergarten and kindergarten teachers. (Thesis). California State University, Long Beach. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=1524156

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Sakuma, Reiko. “Teacher expectations for entering kindergarteners| A qualitative study with prekindergarten and kindergarten teachers.” 2013. Thesis, California State University, Long Beach. Accessed September 22, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=1524156.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Sakuma, Reiko. “Teacher expectations for entering kindergarteners| A qualitative study with prekindergarten and kindergarten teachers.” 2013. Web. 22 Sep 2019.

Vancouver:

Sakuma R. Teacher expectations for entering kindergarteners| A qualitative study with prekindergarten and kindergarten teachers. [Internet] [Thesis]. California State University, Long Beach; 2013. [cited 2019 Sep 22]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=1524156.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Sakuma R. Teacher expectations for entering kindergarteners| A qualitative study with prekindergarten and kindergarten teachers. [Thesis]. California State University, Long Beach; 2013. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=1524156

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Indiana University

14. Belcher, Kimberlee A. Policy reservations| Early childhood workforce registries and alternative pedagogy teacher preparation.

Degree: 2015, Indiana University

  Due to narrowly defined quality measures, teacher preparation in Montessori, Waldorf, Reggio and LifeWays pedagogies is not recognized in many state ECE professional development… (more)

Subjects/Keywords: Education policy; Early childhood education; Teacher education

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Belcher, K. A. (2015). Policy reservations| Early childhood workforce registries and alternative pedagogy teacher preparation. (Thesis). Indiana University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3732804

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Belcher, Kimberlee A. “Policy reservations| Early childhood workforce registries and alternative pedagogy teacher preparation.” 2015. Thesis, Indiana University. Accessed September 22, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=3732804.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Belcher, Kimberlee A. “Policy reservations| Early childhood workforce registries and alternative pedagogy teacher preparation.” 2015. Web. 22 Sep 2019.

Vancouver:

Belcher KA. Policy reservations| Early childhood workforce registries and alternative pedagogy teacher preparation. [Internet] [Thesis]. Indiana University; 2015. [cited 2019 Sep 22]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3732804.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Belcher KA. Policy reservations| Early childhood workforce registries and alternative pedagogy teacher preparation. [Thesis]. Indiana University; 2015. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3732804

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Zambia

15. Nyaywa, Litia. Teachers' view on early childhood special education : A case of Livingstone .

Degree: 2011, University of Zambia

 The purpose of this study was to investigate the views of teachers on early childhood special education in basic schools of Livingstone district of Zambia.… (more)

Subjects/Keywords: Early childhood Education  – Zambia; Teacher educators

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APA (6th Edition):

Nyaywa, L. (2011). Teachers' view on early childhood special education : A case of Livingstone . (Thesis). University of Zambia. Retrieved from http://hdl.handle.net/123456789/541

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Nyaywa, Litia. “Teachers' view on early childhood special education : A case of Livingstone .” 2011. Thesis, University of Zambia. Accessed September 22, 2019. http://hdl.handle.net/123456789/541.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Nyaywa, Litia. “Teachers' view on early childhood special education : A case of Livingstone .” 2011. Web. 22 Sep 2019.

Vancouver:

Nyaywa L. Teachers' view on early childhood special education : A case of Livingstone . [Internet] [Thesis]. University of Zambia; 2011. [cited 2019 Sep 22]. Available from: http://hdl.handle.net/123456789/541.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Nyaywa L. Teachers' view on early childhood special education : A case of Livingstone . [Thesis]. University of Zambia; 2011. Available from: http://hdl.handle.net/123456789/541

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Penn State University

16. Sevimli Celik, Serap. movement Education: Pre-service Teachers' Perceptions Of Its Benefits And Their Competence In Integrating It Across The Curriculum.

Degree: PhD, Curriculum and Instruction, 2014, Penn State University

 The purpose of this study was to examine the pre-service teachers’ (PT) perceptions about movement education, perceived benefits from participating in a 12-week movement education… (more)

Subjects/Keywords: Early childhood education; movement education; teacher education

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APA (6th Edition):

Sevimli Celik, S. (2014). movement Education: Pre-service Teachers' Perceptions Of Its Benefits And Their Competence In Integrating It Across The Curriculum. (Doctoral Dissertation). Penn State University. Retrieved from https://etda.libraries.psu.edu/catalog/21099

Chicago Manual of Style (16th Edition):

Sevimli Celik, Serap. “movement Education: Pre-service Teachers' Perceptions Of Its Benefits And Their Competence In Integrating It Across The Curriculum.” 2014. Doctoral Dissertation, Penn State University. Accessed September 22, 2019. https://etda.libraries.psu.edu/catalog/21099.

MLA Handbook (7th Edition):

Sevimli Celik, Serap. “movement Education: Pre-service Teachers' Perceptions Of Its Benefits And Their Competence In Integrating It Across The Curriculum.” 2014. Web. 22 Sep 2019.

Vancouver:

Sevimli Celik S. movement Education: Pre-service Teachers' Perceptions Of Its Benefits And Their Competence In Integrating It Across The Curriculum. [Internet] [Doctoral dissertation]. Penn State University; 2014. [cited 2019 Sep 22]. Available from: https://etda.libraries.psu.edu/catalog/21099.

Council of Science Editors:

Sevimli Celik S. movement Education: Pre-service Teachers' Perceptions Of Its Benefits And Their Competence In Integrating It Across The Curriculum. [Doctoral Dissertation]. Penn State University; 2014. Available from: https://etda.libraries.psu.edu/catalog/21099


Clemson University

17. Prince, Helen. THE RELATIONSHIP BETWEEN THE USE OF WRITTEN SYMBOLS IN PRESCHOOLERS AND EXPOSURE AND USE OF ART MEDIA.

Degree: MEd, Education, 2010, Clemson University

 The Visual Arts are an important part of the daily life of an early childhood classroom. Through drawing, painting, and other expressive media, young children… (more)

Subjects/Keywords: Pre-Elementary; Early Childhood; Kindergarten Teacher Education

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APA (6th Edition):

Prince, H. (2010). THE RELATIONSHIP BETWEEN THE USE OF WRITTEN SYMBOLS IN PRESCHOOLERS AND EXPOSURE AND USE OF ART MEDIA. (Thesis). Clemson University. Retrieved from https://tigerprints.clemson.edu/all_theses/831

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Prince, Helen. “THE RELATIONSHIP BETWEEN THE USE OF WRITTEN SYMBOLS IN PRESCHOOLERS AND EXPOSURE AND USE OF ART MEDIA.” 2010. Thesis, Clemson University. Accessed September 22, 2019. https://tigerprints.clemson.edu/all_theses/831.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Prince, Helen. “THE RELATIONSHIP BETWEEN THE USE OF WRITTEN SYMBOLS IN PRESCHOOLERS AND EXPOSURE AND USE OF ART MEDIA.” 2010. Web. 22 Sep 2019.

Vancouver:

Prince H. THE RELATIONSHIP BETWEEN THE USE OF WRITTEN SYMBOLS IN PRESCHOOLERS AND EXPOSURE AND USE OF ART MEDIA. [Internet] [Thesis]. Clemson University; 2010. [cited 2019 Sep 22]. Available from: https://tigerprints.clemson.edu/all_theses/831.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Prince H. THE RELATIONSHIP BETWEEN THE USE OF WRITTEN SYMBOLS IN PRESCHOOLERS AND EXPOSURE AND USE OF ART MEDIA. [Thesis]. Clemson University; 2010. Available from: https://tigerprints.clemson.edu/all_theses/831

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Louisiana State University

18. Hulin, Caroline Lee. The Impact of Responsive Partnership Strategies on the Satisfaction of Co-Teaching Relationships in Early Childhood Classrooms.

Degree: MEd, Curriculum and Instruction, 2018, Louisiana State University

  BACKGROUND: Lack of coordinated action between two adults in the classroom can lead to disjointed instruction for young children and teacher stress (Masterson, 2015;… (more)

Subjects/Keywords: coteaching; early childhood education; collaboration; teacher relationships

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APA (6th Edition):

Hulin, C. L. (2018). The Impact of Responsive Partnership Strategies on the Satisfaction of Co-Teaching Relationships in Early Childhood Classrooms. (Masters Thesis). Louisiana State University. Retrieved from https://digitalcommons.lsu.edu/gradschool_theses/4698

Chicago Manual of Style (16th Edition):

Hulin, Caroline Lee. “The Impact of Responsive Partnership Strategies on the Satisfaction of Co-Teaching Relationships in Early Childhood Classrooms.” 2018. Masters Thesis, Louisiana State University. Accessed September 22, 2019. https://digitalcommons.lsu.edu/gradschool_theses/4698.

MLA Handbook (7th Edition):

Hulin, Caroline Lee. “The Impact of Responsive Partnership Strategies on the Satisfaction of Co-Teaching Relationships in Early Childhood Classrooms.” 2018. Web. 22 Sep 2019.

Vancouver:

Hulin CL. The Impact of Responsive Partnership Strategies on the Satisfaction of Co-Teaching Relationships in Early Childhood Classrooms. [Internet] [Masters thesis]. Louisiana State University; 2018. [cited 2019 Sep 22]. Available from: https://digitalcommons.lsu.edu/gradschool_theses/4698.

Council of Science Editors:

Hulin CL. The Impact of Responsive Partnership Strategies on the Satisfaction of Co-Teaching Relationships in Early Childhood Classrooms. [Masters Thesis]. Louisiana State University; 2018. Available from: https://digitalcommons.lsu.edu/gradschool_theses/4698


University of Melbourne

19. Yulindrasari, Hani. Negotiating masculinities: the experience of male teachers in Indonesian early childhood education.

Degree: 2017, University of Melbourne

 Since the fall of President Suharto, the New Order’s hegemonic masculinity has been increasingly contested and reconfigured. This thesis expands understandings of historical and contemporary… (more)

Subjects/Keywords: masculinity; male teacher; early childhood education; Indonesia

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APA (6th Edition):

Yulindrasari, H. (2017). Negotiating masculinities: the experience of male teachers in Indonesian early childhood education. (Doctoral Dissertation). University of Melbourne. Retrieved from http://hdl.handle.net/11343/194518

Chicago Manual of Style (16th Edition):

Yulindrasari, Hani. “Negotiating masculinities: the experience of male teachers in Indonesian early childhood education.” 2017. Doctoral Dissertation, University of Melbourne. Accessed September 22, 2019. http://hdl.handle.net/11343/194518.

MLA Handbook (7th Edition):

Yulindrasari, Hani. “Negotiating masculinities: the experience of male teachers in Indonesian early childhood education.” 2017. Web. 22 Sep 2019.

Vancouver:

Yulindrasari H. Negotiating masculinities: the experience of male teachers in Indonesian early childhood education. [Internet] [Doctoral dissertation]. University of Melbourne; 2017. [cited 2019 Sep 22]. Available from: http://hdl.handle.net/11343/194518.

Council of Science Editors:

Yulindrasari H. Negotiating masculinities: the experience of male teachers in Indonesian early childhood education. [Doctoral Dissertation]. University of Melbourne; 2017. Available from: http://hdl.handle.net/11343/194518

20. Simon, Barbara. Parent and Teacher Perceptions of Students' Early Literacy Behaviors Within Various Pre-School Models.

Degree: 2018, SUNY College at Fredonia

 Parents have many options when it comes to choosing a pre-K program for their child (full day, half day, or part time). Educators are also… (more)

Subjects/Keywords: Early childhood education.; Literacy; Parent-teacher relationships.

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APA (6th Edition):

Simon, B. (2018). Parent and Teacher Perceptions of Students' Early Literacy Behaviors Within Various Pre-School Models. (Masters Thesis). SUNY College at Fredonia. Retrieved from http://hdl.handle.net/1951/70517

Chicago Manual of Style (16th Edition):

Simon, Barbara. “Parent and Teacher Perceptions of Students' Early Literacy Behaviors Within Various Pre-School Models. ” 2018. Masters Thesis, SUNY College at Fredonia. Accessed September 22, 2019. http://hdl.handle.net/1951/70517.

MLA Handbook (7th Edition):

Simon, Barbara. “Parent and Teacher Perceptions of Students' Early Literacy Behaviors Within Various Pre-School Models. ” 2018. Web. 22 Sep 2019.

Vancouver:

Simon B. Parent and Teacher Perceptions of Students' Early Literacy Behaviors Within Various Pre-School Models. [Internet] [Masters thesis]. SUNY College at Fredonia; 2018. [cited 2019 Sep 22]. Available from: http://hdl.handle.net/1951/70517.

Council of Science Editors:

Simon B. Parent and Teacher Perceptions of Students' Early Literacy Behaviors Within Various Pre-School Models. [Masters Thesis]. SUNY College at Fredonia; 2018. Available from: http://hdl.handle.net/1951/70517


Virginia Commonwealth University

21. Hooper, Belinda. Preparing Early Childhood Special Educators for Inclusive Practice.

Degree: PhD, Education, 2011, Virginia Commonwealth University

 The purpose of this study was to describe experienced practitioners’ beliefs about inclusion and their perceptions of what early childhood special education (ECSE) preservice teachers… (more)

Subjects/Keywords: inclusion; early childhood; teacher preparation; Education

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APA (6th Edition):

Hooper, B. (2011). Preparing Early Childhood Special Educators for Inclusive Practice. (Doctoral Dissertation). Virginia Commonwealth University. Retrieved from https://scholarscompass.vcu.edu/etd/2380

Chicago Manual of Style (16th Edition):

Hooper, Belinda. “Preparing Early Childhood Special Educators for Inclusive Practice.” 2011. Doctoral Dissertation, Virginia Commonwealth University. Accessed September 22, 2019. https://scholarscompass.vcu.edu/etd/2380.

MLA Handbook (7th Edition):

Hooper, Belinda. “Preparing Early Childhood Special Educators for Inclusive Practice.” 2011. Web. 22 Sep 2019.

Vancouver:

Hooper B. Preparing Early Childhood Special Educators for Inclusive Practice. [Internet] [Doctoral dissertation]. Virginia Commonwealth University; 2011. [cited 2019 Sep 22]. Available from: https://scholarscompass.vcu.edu/etd/2380.

Council of Science Editors:

Hooper B. Preparing Early Childhood Special Educators for Inclusive Practice. [Doctoral Dissertation]. Virginia Commonwealth University; 2011. Available from: https://scholarscompass.vcu.edu/etd/2380


University of Minnesota

22. Schmitt, Braden Anne. Developing a teacher rating scale of preschool student behavior for use in an RTI decision-making framework.

Degree: PhD, Educational Psychology, 2014, University of Minnesota

 The purpose of the present study was to evaluate a newly-developed measure of preschool learning-related behaviors, designed for the purpose of enhancing identification of the… (more)

Subjects/Keywords: Early childhood; Response to intervention; Teacher rating

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APA (6th Edition):

Schmitt, B. A. (2014). Developing a teacher rating scale of preschool student behavior for use in an RTI decision-making framework. (Doctoral Dissertation). University of Minnesota. Retrieved from http://hdl.handle.net/11299/165800

Chicago Manual of Style (16th Edition):

Schmitt, Braden Anne. “Developing a teacher rating scale of preschool student behavior for use in an RTI decision-making framework.” 2014. Doctoral Dissertation, University of Minnesota. Accessed September 22, 2019. http://hdl.handle.net/11299/165800.

MLA Handbook (7th Edition):

Schmitt, Braden Anne. “Developing a teacher rating scale of preschool student behavior for use in an RTI decision-making framework.” 2014. Web. 22 Sep 2019.

Vancouver:

Schmitt BA. Developing a teacher rating scale of preschool student behavior for use in an RTI decision-making framework. [Internet] [Doctoral dissertation]. University of Minnesota; 2014. [cited 2019 Sep 22]. Available from: http://hdl.handle.net/11299/165800.

Council of Science Editors:

Schmitt BA. Developing a teacher rating scale of preschool student behavior for use in an RTI decision-making framework. [Doctoral Dissertation]. University of Minnesota; 2014. Available from: http://hdl.handle.net/11299/165800


University of Illinois – Urbana-Champaign

23. Kang, Jinju. Thoughtful early childhood teachers: documentation as part of teaching.

Degree: PhD, 0095, 2013, University of Illinois – Urbana-Champaign

 This study explores the contemporary realities of documentation in early childhood education. The purpose of this study is to provide early childhood teachers with a… (more)

Subjects/Keywords: early childhood education; documentation; teaching; teacher education

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APA (6th Edition):

Kang, J. (2013). Thoughtful early childhood teachers: documentation as part of teaching. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/44464

Chicago Manual of Style (16th Edition):

Kang, Jinju. “Thoughtful early childhood teachers: documentation as part of teaching.” 2013. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed September 22, 2019. http://hdl.handle.net/2142/44464.

MLA Handbook (7th Edition):

Kang, Jinju. “Thoughtful early childhood teachers: documentation as part of teaching.” 2013. Web. 22 Sep 2019.

Vancouver:

Kang J. Thoughtful early childhood teachers: documentation as part of teaching. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2013. [cited 2019 Sep 22]. Available from: http://hdl.handle.net/2142/44464.

Council of Science Editors:

Kang J. Thoughtful early childhood teachers: documentation as part of teaching. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2013. Available from: http://hdl.handle.net/2142/44464


University of North Texas

24. Macias-Brown, Armandina A. An Ecological Understanding of Teacher Quality in Early Childhood Programs: Implications and Recommendations.

Degree: 2011, University of North Texas

 This research examined whether or not relationships exist between preschool teacher quality and parent involvement as indicated by the Hoover-Dempsey and Sandler Model of Parent… (more)

Subjects/Keywords: Teacher quality; early childhood; parental engagement

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APA (6th Edition):

Macias-Brown, A. A. (2011). An Ecological Understanding of Teacher Quality in Early Childhood Programs: Implications and Recommendations. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc68006/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Macias-Brown, Armandina A. “An Ecological Understanding of Teacher Quality in Early Childhood Programs: Implications and Recommendations.” 2011. Thesis, University of North Texas. Accessed September 22, 2019. https://digital.library.unt.edu/ark:/67531/metadc68006/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Macias-Brown, Armandina A. “An Ecological Understanding of Teacher Quality in Early Childhood Programs: Implications and Recommendations.” 2011. Web. 22 Sep 2019.

Vancouver:

Macias-Brown AA. An Ecological Understanding of Teacher Quality in Early Childhood Programs: Implications and Recommendations. [Internet] [Thesis]. University of North Texas; 2011. [cited 2019 Sep 22]. Available from: https://digital.library.unt.edu/ark:/67531/metadc68006/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Macias-Brown AA. An Ecological Understanding of Teacher Quality in Early Childhood Programs: Implications and Recommendations. [Thesis]. University of North Texas; 2011. Available from: https://digital.library.unt.edu/ark:/67531/metadc68006/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of North Texas

25. Lohmann, Marla J. Preschool Teachers' Self-reported Levels of Preparation for Classroom Behavior Management.

Degree: 2013, University of North Texas

 Research indicates that serious behavior problems begin during the early childhood years. The study examined the perceived preparedness of teachers related to behavior management as… (more)

Subjects/Keywords: Early childhood education; behavior; teacher preparation

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APA (6th Edition):

Lohmann, M. J. (2013). Preschool Teachers' Self-reported Levels of Preparation for Classroom Behavior Management. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc283797/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Lohmann, Marla J. “Preschool Teachers' Self-reported Levels of Preparation for Classroom Behavior Management.” 2013. Thesis, University of North Texas. Accessed September 22, 2019. https://digital.library.unt.edu/ark:/67531/metadc283797/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Lohmann, Marla J. “Preschool Teachers' Self-reported Levels of Preparation for Classroom Behavior Management.” 2013. Web. 22 Sep 2019.

Vancouver:

Lohmann MJ. Preschool Teachers' Self-reported Levels of Preparation for Classroom Behavior Management. [Internet] [Thesis]. University of North Texas; 2013. [cited 2019 Sep 22]. Available from: https://digital.library.unt.edu/ark:/67531/metadc283797/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Lohmann MJ. Preschool Teachers' Self-reported Levels of Preparation for Classroom Behavior Management. [Thesis]. University of North Texas; 2013. Available from: https://digital.library.unt.edu/ark:/67531/metadc283797/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

26. Simpson, Carolyn E. Do You Hear What I Say? Attending to the Voices of Prince Edward Island Parents.

Degree: MEd, Faculty of Education. Leadership in Learning., 2011, University of Prince Edward Island

The purpose of this research was to obtain a perspective from Prince Edward Island parents of preschool children, regarding their views on what is important… (more)

Subjects/Keywords: Education, Early Childhood; Education, Teacher Training

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APA (6th Edition):

Simpson, C. E. (2011). Do You Hear What I Say? Attending to the Voices of Prince Edward Island Parents. (Masters Thesis). University of Prince Edward Island. Retrieved from https://islandscholar.ca/islandora/object/ir:21760/datastream/PDF/download/citation.pdf ;

Chicago Manual of Style (16th Edition):

Simpson, Carolyn E. “Do You Hear What I Say? Attending to the Voices of Prince Edward Island Parents.” 2011. Masters Thesis, University of Prince Edward Island. Accessed September 22, 2019. https://islandscholar.ca/islandora/object/ir:21760/datastream/PDF/download/citation.pdf ;.

MLA Handbook (7th Edition):

Simpson, Carolyn E. “Do You Hear What I Say? Attending to the Voices of Prince Edward Island Parents.” 2011. Web. 22 Sep 2019.

Vancouver:

Simpson CE. Do You Hear What I Say? Attending to the Voices of Prince Edward Island Parents. [Internet] [Masters thesis]. University of Prince Edward Island; 2011. [cited 2019 Sep 22]. Available from: https://islandscholar.ca/islandora/object/ir:21760/datastream/PDF/download/citation.pdf ;.

Council of Science Editors:

Simpson CE. Do You Hear What I Say? Attending to the Voices of Prince Edward Island Parents. [Masters Thesis]. University of Prince Edward Island; 2011. Available from: https://islandscholar.ca/islandora/object/ir:21760/datastream/PDF/download/citation.pdf ;


University of Central Florida

27. Kent, Melissa. Health Literacy Intervention to Influence Choices Made by Students in a Title I School Who Receive Free Lunch.

Degree: 2019, University of Central Florida

 This study seeks to influence choices made by Kindergarten students in a Title I school who receive free breakfast and lunch through a health literacy… (more)

Subjects/Keywords: Pre-Elementary; Early Childhood; Kindergarten Teacher Education

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APA (6th Edition):

Kent, M. (2019). Health Literacy Intervention to Influence Choices Made by Students in a Title I School Who Receive Free Lunch. (Masters Thesis). University of Central Florida. Retrieved from https://stars.library.ucf.edu/etd/6514

Chicago Manual of Style (16th Edition):

Kent, Melissa. “Health Literacy Intervention to Influence Choices Made by Students in a Title I School Who Receive Free Lunch.” 2019. Masters Thesis, University of Central Florida. Accessed September 22, 2019. https://stars.library.ucf.edu/etd/6514.

MLA Handbook (7th Edition):

Kent, Melissa. “Health Literacy Intervention to Influence Choices Made by Students in a Title I School Who Receive Free Lunch.” 2019. Web. 22 Sep 2019.

Vancouver:

Kent M. Health Literacy Intervention to Influence Choices Made by Students in a Title I School Who Receive Free Lunch. [Internet] [Masters thesis]. University of Central Florida; 2019. [cited 2019 Sep 22]. Available from: https://stars.library.ucf.edu/etd/6514.

Council of Science Editors:

Kent M. Health Literacy Intervention to Influence Choices Made by Students in a Title I School Who Receive Free Lunch. [Masters Thesis]. University of Central Florida; 2019. Available from: https://stars.library.ucf.edu/etd/6514


Loyola University Chicago

28. Whitman, Emma. Teacher Mathematics Language: Its Use in the Early Childhood Classroom and Relationship with Young Children's Learning.

Degree: PhD, Child Development, 2015, Loyola University Chicago

Early mathematics instruction has been linked to children's later outcomes in both literacy and mathematics. One important component of this instruction, teachers' mathematics language… (more)

Subjects/Keywords: child outcomes; early childhood; mathematics; teacher language; Pre-Elementary, Early Childhood, Kindergarten Teacher Education

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APA (6th Edition):

Whitman, E. (2015). Teacher Mathematics Language: Its Use in the Early Childhood Classroom and Relationship with Young Children's Learning. (Doctoral Dissertation). Loyola University Chicago. Retrieved from https://ecommons.luc.edu/luc_diss/1498

Chicago Manual of Style (16th Edition):

Whitman, Emma. “Teacher Mathematics Language: Its Use in the Early Childhood Classroom and Relationship with Young Children's Learning.” 2015. Doctoral Dissertation, Loyola University Chicago. Accessed September 22, 2019. https://ecommons.luc.edu/luc_diss/1498.

MLA Handbook (7th Edition):

Whitman, Emma. “Teacher Mathematics Language: Its Use in the Early Childhood Classroom and Relationship with Young Children's Learning.” 2015. Web. 22 Sep 2019.

Vancouver:

Whitman E. Teacher Mathematics Language: Its Use in the Early Childhood Classroom and Relationship with Young Children's Learning. [Internet] [Doctoral dissertation]. Loyola University Chicago; 2015. [cited 2019 Sep 22]. Available from: https://ecommons.luc.edu/luc_diss/1498.

Council of Science Editors:

Whitman E. Teacher Mathematics Language: Its Use in the Early Childhood Classroom and Relationship with Young Children's Learning. [Doctoral Dissertation]. Loyola University Chicago; 2015. Available from: https://ecommons.luc.edu/luc_diss/1498


Kent State University

29. Zhulamanova, Ilfa. EARLY CHILDHOOD EDUCATION PRESERVICE TEACHERS’ PERCEPTIONS ON PLAY.

Degree: PhD, College and Graduate School of Education, Health and Human Services / School of Teaching, Learning and Curriculum Studies, 2019, Kent State University

 The purpose of this participant selection model mixed methods study was to investigate early childhood education preservice teachers’ perceptions on play. The study was conducted… (more)

Subjects/Keywords: Early Childhood Education; Education; Teacher Education; play; early childhood education; preservice teachers; teacher education

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APA (6th Edition):

Zhulamanova, I. (2019). EARLY CHILDHOOD EDUCATION PRESERVICE TEACHERS’ PERCEPTIONS ON PLAY. (Doctoral Dissertation). Kent State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=kent1563193941118516

Chicago Manual of Style (16th Edition):

Zhulamanova, Ilfa. “EARLY CHILDHOOD EDUCATION PRESERVICE TEACHERS’ PERCEPTIONS ON PLAY.” 2019. Doctoral Dissertation, Kent State University. Accessed September 22, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=kent1563193941118516.

MLA Handbook (7th Edition):

Zhulamanova, Ilfa. “EARLY CHILDHOOD EDUCATION PRESERVICE TEACHERS’ PERCEPTIONS ON PLAY.” 2019. Web. 22 Sep 2019.

Vancouver:

Zhulamanova I. EARLY CHILDHOOD EDUCATION PRESERVICE TEACHERS’ PERCEPTIONS ON PLAY. [Internet] [Doctoral dissertation]. Kent State University; 2019. [cited 2019 Sep 22]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=kent1563193941118516.

Council of Science Editors:

Zhulamanova I. EARLY CHILDHOOD EDUCATION PRESERVICE TEACHERS’ PERCEPTIONS ON PLAY. [Doctoral Dissertation]. Kent State University; 2019. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=kent1563193941118516


University of Tennessee – Knoxville

30. Brookshire, Robyn Anne. Critical Teacher Inquiry: Collaborative Action Research Using Post-Structuralist and Cross-National Provocations.

Degree: 2014, University of Tennessee – Knoxville

 This study reports on the work of six early childhood teachers and the researcher as they enacted a variation of collaborative action research in a… (more)

Subjects/Keywords: Early Childhood Teacher Inquiry; Collaborative Action Research; Cross-Cultural Early Childhood; Reflective Practice; Pre-Elementary, Early Childhood, Kindergarten Teacher Education

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Brookshire, R. A. (2014). Critical Teacher Inquiry: Collaborative Action Research Using Post-Structuralist and Cross-National Provocations. (Doctoral Dissertation). University of Tennessee – Knoxville. Retrieved from https://trace.tennessee.edu/utk_graddiss/2682

Chicago Manual of Style (16th Edition):

Brookshire, Robyn Anne. “Critical Teacher Inquiry: Collaborative Action Research Using Post-Structuralist and Cross-National Provocations.” 2014. Doctoral Dissertation, University of Tennessee – Knoxville. Accessed September 22, 2019. https://trace.tennessee.edu/utk_graddiss/2682.

MLA Handbook (7th Edition):

Brookshire, Robyn Anne. “Critical Teacher Inquiry: Collaborative Action Research Using Post-Structuralist and Cross-National Provocations.” 2014. Web. 22 Sep 2019.

Vancouver:

Brookshire RA. Critical Teacher Inquiry: Collaborative Action Research Using Post-Structuralist and Cross-National Provocations. [Internet] [Doctoral dissertation]. University of Tennessee – Knoxville; 2014. [cited 2019 Sep 22]. Available from: https://trace.tennessee.edu/utk_graddiss/2682.

Council of Science Editors:

Brookshire RA. Critical Teacher Inquiry: Collaborative Action Research Using Post-Structuralist and Cross-National Provocations. [Doctoral Dissertation]. University of Tennessee – Knoxville; 2014. Available from: https://trace.tennessee.edu/utk_graddiss/2682

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