Now showing items 1-5 of 5
An Exploration of Teachers’ Early Childhood Guidance Beliefs and Practice within Early Learning Classrooms
Child guidance approaches, models, and strategies impact the quality of the classroom environment through teacher-child interactions, positive and negative climates, and the development of self-regulation and autonomy. ...
Relationship of Early Childhood Teacher Guidance Beliefs and Reported Actual Practices on Child Behavioral Outcomes
Teacher beliefs on child guidance and discipline practices are critical components in understanding how teachers’ beliefs and approaches to guidance influence teachers’ interactions and classroom management practices ...
The effect of self-directed learning readiness and online course quality ratings on student satisfaction and academic performance in undergraduate eLearning
(University of Missouri-Kansas City, 2011-12-09)
Attrition in online programs has historically been much higher than in traditional face to face programs, creating concern regarding the appropriateness of online learning for all populations. This study aimed to address ...
The Relationship Between In-Service Teachers’ Culturally Responsive Teaching Self-efficacy and Outcome Expectancy Beliefs, Instructional Practices (CLASS), and Student Outcomes in the Urban School Setting
Culturally responsive teaching self-efficacy and outcome expectancy beliefs have emerged as constructs to investigate pre-service teacher preparedness for teaching children who represent culturally, ethnically, economically, ...
The Effects of the Classroom Schedule and Teacher Beliefs on Head Start Teacher-Child Interactions
Time can be examined from several viewpoints in the early childhood classroom: wasted wait time; instruction which is undifferentiated or not on the child’s cognitivelevel, missing the child’s target learning needs; the ...