Search results for: La Paro Karen M.

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Relationships in early practicum experiences: positive and negative aspects and associations with practicum students’ characteristics and teaching efficacy
Authors: La Paro Karen M., Lippard Christine, Fusaro Maria, Cook Gina
One aspect of teaching which has implications for teacher development is the practicum student-supervising teacher relationship. The current study examines this relationship. Over 100 pre-service teachers across 3 institutions of higher education reported on their relationship with their supervising teacher and their feelings of teaching self-efficacy. Results show that practicums students report both positive and negative relationship aspects; environmental stressors were associated with reported relationships. Furthermore, practicum student efficacy was associated with both positivity and negativity in reported relationships. Findings are discussed in terms of implications for teacher preparation and providing support to pre-service teachers during their practica.  More
Published: 2020
Updated: May. 12, 2021
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Student Teaching Feedback and Evaluation: Results From a Seven-State Survey
Authors: La Paro Karen M., Scott-Little Catherine, Ejimofor Anurika, Sumrall Teressa, Kintner-Duffy Victoria L., Pianta Robert C.
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.  More
Published: 2014
Updated: Nov. 08, 2016
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Before Student Teaching: How Undergraduate Students in Early Childhood Teacher Preparation Programs Describe Their Early Classroom-Based Experience
Authors: Maynard Christine, La Paro Karen M., Johnson Amy V.
This study explores how early childhood care and education students describe their early classroom-based experience. Results are presented in terms of how students talk about their experiences—belonging or not belonging in the classroom—and what students talk about when discussing their experiences, including communication, support, freedom, new learning, and “the children.” These themes are discussed in terms of students’ experiences in the classroom and implications for undergraduate teacher preparation in early childhood education.  More
Published: 2014
Updated: Mar. 28, 2016
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Developing Teachers' Classroom Interactions: A Description of a Video Review Process for Early Childhood Education Students
Authors: La Paro Karen M., Maynard Christine, Thomason Amy C., Scott-Little Catherine
The authors describe a video review process for providing feedback to students and documents students' teaching practices. The authors used the Classroom Assessment Scoring System (CLASS) in a practicum course and student teaching. Results from preservice teachers' CLASS ratings indicate a pattern similar to national data sets using the CLASS, higher scores in the emotional support and classroom organization domains than in the domain of instructional support.  More
Published: 2012
Updated: May. 28, 2013
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Implementation of a Course Focused on Language and Literacy Within Teacher–Child Interactions: Instructor and Student Perspectives Across Three Institutions of Higher Education
Authors: Scott-Little Catherine, La Paro Karen M., Thomason Amy C., Pianta Robert C., Hamre Bridget K., Downer Jason, Burchinal Margaret, Howes Carollee
This study examined the implementation of a standardized course combining content related to effective teacher–child interactions and language and literacy across three institutions of higher education. The results included instructor perspectives about design and delivery as well as students’ perspectives of content and delivery and their associated changes in beliefs and knowledge. The results indicated that the course was successfully implemented in three institutions, and the course content was viewed positively by instructors and students.  More
Published: 2011
Updated: May. 22, 2013
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Team Teaching in an Early Childhood Interdisciplinary Program: A Decade of Lessons Learned
Authors: Hestenes Linda L., La Paro Karen M., Scott-Little Catherine, Chakravarthi Swetha, Lower Joanna K., Cranor Angie, Cassidy Deborah J., Niemeyer Judith
The purpose of this paper is to articulate a unique model of program collaboration between early childhood special education and early childhood regular education. This cooperation demonstrates a cohesive preservice teacher education program across two departments within one university. The paper presents an historical overview of the development of this collaborative program. It also describes the logistics of operating an interdisciplinary program at the administrative level.  More
Published: 2009
Updated: Jun. 11, 2009