Search results for: Ejimofor Anurika

This study surveyed 128 early childhood programs in 2- and 4-year institutions of higher education across seven states. Results indicate that across 2- and 4-year institutions, language and literacy are a strong focus of feedback for student teachers, as well as child development, planning, and adult–child interactions. Student teachers are typically supervised through on-site visits that range in number and length fairly dramatically across 2- and 4-year institutions.