Search results for: Scott-Little Catherine
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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.
Updated: Nov. 08, 2016
Developing Teachers' Classroom Interactions: A Description of a Video Review Process for Early Childhood Education Students
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.
Updated: May. 28, 2013
Implementation of a Course Focused on Language and Literacy Within Teacher–Child Interactions: Instructor and Student Perspectives Across Three Institutions of Higher Education
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.
Updated: May. 22, 2013
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