Search results for: Lower Joanna K.
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“The Changers and the Changed”: Preparing Early Childhood Teachers to Work With Lesbian, Gay, Bisexual, and Transgender Families
This article is aimed to examine the learning process and transformation of early childhood teacher education students in a course on family equity. The authors present the findings the discussion on how courses on family equity can and should be incorporated into teacher education programs.
Updated: May. 28, 2013
Teachers, Families, and Communities Supporting English Language Learners in Inclusive Pre-Kindergartens: An Evaluation of a Professional Development Model
The goal of the Teachers, Families, and Communities Supporting English Language Learners (TFC) project was to implement and evaluate a sustainable model of high-quality professional development focused on improving inclusive pre-kindergarten services for English Language Learners (ELL) and their families. Results indicate that the professional development program supported pre-kindergarten teachers in their efforts to be responsive to ELL children in their classrooms and with their families.
Updated: Sep. 05, 2010
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.
Updated: Jun. 11, 2009