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Your search keyword '"teacher practices"' showing total 4 results
Start Over Descriptor "teacher practices" Journal early childhood education journal
4 results on '"teacher practices"'

1. What's the Story with Storytime?: An Examination of Preschool Teachers' Drama-Based and Shared Reading Practices During Picturebook Read-Aloud.

Author

Schmidt, Annette C., Pierce-Rivera, Melissa, van Huisstede, Lauren, Marley, Scott C., Bernstein, Katie A., Millinger, Jenny, Kelley, Michael F., and Restrepo, M. Adelaida

Subjects
*PRESCHOOL teachers, *EARLY childhood teachers, *STUDENT engagement, *TEACHERS, *LEARNING
Abstract

Preschool picturebook read-alouds have the power to capture the attention of young students by providing an immersive experience that stimulates imagination while addressing learning objectives. The instructional strategies or practices that teachers use during picturebook read-alouds impact student engagement with the story and narrative comprehension. Too little is known about teacher practices during read-alouds, particularly their use of drama-based instructional practices while reading narrative picturebooks. To examine the frequency and quality of teacher read-aloud practices, we developed the Teachers' Use of Strategies for Storytime Drama rubric, an observational tool that captures shared reading, drama-based, and expressive read-aloud practices preschool teachers may use during read-alouds. In general, teachers rarely used commonly recommended read-aloud practices, and when used, quality was often low. Read-aloud practices varied by picturebook type. Books that incorporated a true narrative alongside sequenced events were associated with more frequent strategy use. Drama-based strategies during read-alouds in particular supported children's retelling of the picturebook story. These outcomes align with our hypotheses and with research-based recommendations that teachers carefully choose picturebooks to have increased opportunities for dialogic and dramatic strategies that support students' language skills. Implications for practice are discussed as they relate to preschool teachers' incorporation of drama-based strategies during read-alouds. [ABSTRACT FROM AUTHOR]

Published
2024
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2. 'You Can be Whatever You Want to be!': Transforming Teacher Practices to Support Girls’ STEM Engagement

Author

Prabhat Rai, Marilyn Fleer, Glykeria Fragkiadaki, and Tanya Stephenson

Subjects
Teacher practices, 4. Education, media_common.quotation_subject, education, 05 social sciences, Professional development, 050301 education, Education, Pedagogy, Developmental and Educational Psychology, Gender bias, 0501 psychology and cognitive sciences, Early childhood, Consciousness, Sociology of Education, 0503 education, 050104 developmental & child psychology, media_common
Abstract

Teachers’ pedagogical practices have been consistently highlighted either as a support, or as a barrier, to girls’ science, technology, engineering, and mathematics (STEM) engagement. Research suggests that teachers can display forms of gender bias during STEM experiences, such as unintentionally favouring boys in STEM participation. Investigation into early childhood and primary STEM education highlights teacher professional development as a priority, with a key focus on the awareness of gender issues. This study explores whether and how the STEM practices of early childhood teachers change and develop towards supporting girls’ STEM engagement through Conceptual PlayWorlds as a model of practice. Through an educational experiment, the study design involved professional development workshops introducing teachers to the Conceptual PlayWorld model for the intentional teaching of STEM, with ideas on how to engage girls through the five characteristics of a Conceptual PlayWorld. Interview responses of seven teachers and one assistant principal regarding their experience of teaching STEM through Conceptual PlayWorlds are analysed in line with the cultural-historical approach. Findings highlight the teachers’ developing consciousness regarding girls’ STEM engagement through participation in the professional development workshops and Conceptual PlayWorlds, creating a shift in their teaching practices towards becoming more agentic in actively engaging girls with STEM. It is argued that while increasing teachers’ consciousness informed and transformed their STEM practices, leading to teacher development, further relevant and meaningful professional development opportunities are required to support early childhood teachers in positioning STEM as a truly welcoming and inclusive space for girls.

Published
2021

3. Teacher Practices with Toddlers During Social Problem Solving Opportunities.

Author

Gloeckler, Lissy and Cassell, Jennifer

Subjects
*PROBLEM solving in children, *SOCIAL problems, *TEACHING methods research, *SELF regulation, *PSYCHOLOGY of toddlers, *CHILD development, *CONFLICT management, *CLASSROOM environment, *PREVENTION
Abstract

This article explores how teachers can foster an environment that facilitates social problem solving when toddlers experience conflict, emotional dysregulation, and aggression. This article examines differences in child development and self-regulation outcomes when teachers engage in problem solving for toddlers and problem solving with toddlers. It also reviews teacher practices aimed at preventing problems. The article suggests a paradigm shift from perceiving social challenges as toddler problems to viewing such situations as problem solving opportunities. The article concludes by applying these principles to an actual classroom dispute among toddlers. [ABSTRACT FROM AUTHOR]

Published
2012
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4. The Impact of Time Spent Coaching for Teacher Efficacy on Student Achievement

Author

Linda Shidler

Subjects
Medical education, No child left behind, Teacher practices, business.industry, media_common.quotation_subject, Teaching method, Academic achievement, Coaching, Education, Reading (process), Student achievement, Pedagogy, Developmental and Educational Psychology, Psychology, Sociology of Education, business, media_common
Abstract

Coaching for increased teacher efficacy (both instructional and self) has been an essential component to various educational reforms such as No Child Left Behind; Reading First projects and Early Reading First Projects. Those seeking to improve teacher performance leading to enhanced student outcomes on various state assessments have also incorporated coaching into the methodology. The purpose of this study was to look at the linkage between hours spent coaching teachers in the classroom for efficacy in content instruction and child achievements/outcomes. A significant correlation was seen in year one between the time coaches spent in the classroom and students’ alphabet recognition scores. The coaching model for year one was one that focused coaching for instructional efficacy in specific content and teaching methods and saw the coaches directly facilitate and support theory to practice. In year two and three, no significant correlation was found. Year two and three used a coaching model which was less specific in focus and increased time spent on site with teachers. The implications for coaching practice includes balancing time between four components to effective coaching; (1) instructing for specific content, (2) modeling techniques and instructional practices, (3) observing teacher practices and (4) consulting for reflection.

Published
2008

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