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Preschool Teachers' Perceptions of Early Learning Science Standards and Implementation : = A Qualitative Exploratory Case Study.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	Preschool Teachers' Perceptions of Early Learning Science Standards and Implementation :/
其他題名:	A Qualitative Exploratory Case Study.
作者:	Campbell, Courtney.
面頁冊數:	1 online resource (209 pages)
附註:	Source: Dissertations Abstracts International, Volume: 85-02, Section: A.
Contained By:	Dissertations Abstracts International85-02A.
標題:	Education. -
電子資源:	click for full text (PQDT)
ISBN:	9798380041546

Preschool Teachers' Perceptions of Early Learning Science Standards and Implementation : = A Qualitative Exploratory Case Study.
Campbell, Courtney.

Preschool Teachers' Perceptions of Early Learning Science Standards and Implementation :A Qualitative Exploratory Case Study. - 1 online resource (209 pages)

Source: Dissertations Abstracts International, Volume: 85-02, Section: A.

Thesis (Ed.D.)--University of Phoenix, 2023.

Includes bibliographical references

Preschoolers receive inadequate science instruction despite preschool science benefits and adopting early learning science standards in New Jersey. This qualitative exploratory case study explored 17 preschool teachers of 4-year-old students' perceptions of using the New Jersey Preschool Teaching and Learning Standards for science and how they integrated science concepts and instructional practices into the preschool curriculum in a Northern New Jersey public school district. Preschool teachers were recruited using purposive sampling. Semi-structured interview transcripts, qualitative questionnaire responses, field notes, and archival documents were analyzed and triangulated to the study's findings and two research questions. The first research question explored preschool teachers' perceptions of applying the New Jersey Preschool Teaching and Learning Standards for Science to develop instructional practices in the classroom curriculum. The second research question explored how preschool teachers perceived their role in teaching science concepts. Open coding, thematic analysis, and NVivo12 coding software revealed three themes: 1) Preschool teachers engage in bounded decision-making, 2) Beliefs in teaching preschool science for later academic and career success, and 3) Preschool teachers' perceptions of their preparedness in teaching science concepts. The results had implications for early childhood settings, including 1) Preschool teachers required more funding, resources, and support to implement science concepts from administrators, 2) Teacher preparation programs offer more science courses to assist teachers in learning science concepts and standards, and 3) Preschool teachers participate in professional learning communities to build capacity for science.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9798380041546Subjects--Topical Terms:

555912
Education.
Subjects--Index Terms:

Inquiry-based learningIndex Terms--Genre/Form:

554714
Electronic books.

Preschool Teachers' Perceptions of Early Learning Science Standards and Implementation : = A Qualitative Exploratory Case Study.
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