Search results for: Neuharth-Pritchett Stacey
Page 1/1 2 items
Knowledge and Attitudes of Early Childhood Preservice Teachers Regarding the Inclusion of Children With Autism Spectrum Disorder
The purpose of this study was to explore preservice teachers' knowledge and attitudes towards children with Autism Spectrum Disorders (ASD) and their inclusion in general education classrooms, especially in early childhood education. Results indicated preservice teachers lacked knowledge and held basic misconceptions about ASD and the needs of children with ASD in inclusive classrooms.
Updated: Jan. 23, 2013
Beliefs About Classroom Practices and Teachers’ Education Level: An Examination of Developmentally Appropriate and Inappropriate Beliefs in Early Childhood Classrooms
The purpose of this study was to investigate the relationship between teachers’ educational levels and teacher beliefs about practices in early childhood classrooms. The authors examined differences between lead teachers and teacher assistants in publicly funded prekindergarten classrooms on their beliefs about developmentally appropriate and inappropriate practices. Primary findings suggest significant differences between lead teachers and teacher assistants in terms of their beliefs about both developmentally appropriate and inappropriate practices.
Updated: May. 09, 2012