國立虎尾科技大學 |

Early Childhood Teachers' Practices in Fostering Self-Regulated Learning Associated with College and Career Readiness.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	Early Childhood Teachers' Practices in Fostering Self-Regulated Learning Associated with College and Career Readiness./
作者:	Blake, Lori L.
面頁冊數:	1 online resource (291 pages)
附註:	Source: Dissertations Abstracts International, Volume: 80-01, Section: A.
Contained By:	Dissertations Abstracts International80-01A.
標題:	Early childhood education. -
電子資源:	click for full text (PQDT)
ISBN:	9780438107366

Early Childhood Teachers' Practices in Fostering Self-Regulated Learning Associated with College and Career Readiness.
Blake, Lori L.

Early Childhood Teachers' Practices in Fostering Self-Regulated Learning Associated with College and Career Readiness. - 1 online resource (291 pages)

Source: Dissertations Abstracts International, Volume: 80-01, Section: A.

Thesis (Ed.D.)--University of Hartford, 2018.

Includes bibliographical references

Self-regulated learning (SRL) is essential for students' college and career readiness, yet many high school graduates remain ill prepared to meet academic and employer expectations. Efforts exist to address this situation by targeting instructional methods in high school and middle school programs. However, it is time to look at building SRL beginning in the early childhood years in order to better prepare students to be college and career ready. The aim of this descriptive single case study with embedded units was to determine how kindergarten teachers foster SRL associated with college and career readiness with their young students. Building from an early childhood model for teachers' practices and a higher education model of SRL, the aim of this study was to examine kindergarten teachers' practices that foster students' SRL skills associated with college and career readiness. Two kindergarten teachers from an elementary school in the greater Hartford area participated in this study. The researcher analyzed their written curriculum plans pertaining to lessons for science, social/emotional skills, and English language arts; conducted classroom observations; and interviewed the two kindergarten teachers who participated in this study. Findings revealed that the participating teachers used technology, validation strategies, guidance strategies, physical classroom design, and communicative collaboration to foster SRL. Implications from this study include recommendations for teacher and administrator practice, future research, and public policy.

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

Mode of access: World Wide Web

ISBN: 9780438107366Subjects--Topical Terms:

557157
Early childhood education.
Subjects--Index Terms:

College and career readinessIndex Terms--Genre/Form:

554714
Electronic books.

Early Childhood Teachers' Practices in Fostering Self-Regulated Learning Associated with College and Career Readiness.
LDR:03011ntm a22003857 4500 001 1152823
005 20241216064727.5
006 m o d
007 cr mn ---uuuuu
008 250605s2018 xx obm 000 0 eng d
020 $a 9780438107366
035 $a (MiAaPQ)AAI10813783
035 $a (MiAaPQ)hartford:10346
035 $a AAI10813783
040 $a MiAaPQ $b eng $c MiAaPQ $d NTU
100 1 $a Blake, Lori L. $3 1479914
245 1 0 $a Early Childhood Teachers' Practices in Fostering Self-Regulated Learning Associated with College and Career Readiness.
264 0 $c 2018
300 $a 1 online resource (291 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Dissertations Abstracts International, Volume: 80-01, Section: A.
500 $a Publisher info.: Dissertation/Thesis.
500 $a Advisor: Nienhusser, Kenny.
502 $a Thesis (Ed.D.)--University of Hartford, 2018.
504 $a Includes bibliographical references
520 $a Self-regulated learning (SRL) is essential for students' college and career readiness, yet many high school graduates remain ill prepared to meet academic and employer expectations. Efforts exist to address this situation by targeting instructional methods in high school and middle school programs. However, it is time to look at building SRL beginning in the early childhood years in order to better prepare students to be college and career ready. The aim of this descriptive single case study with embedded units was to determine how kindergarten teachers foster SRL associated with college and career readiness with their young students. Building from an early childhood model for teachers' practices and a higher education model of SRL, the aim of this study was to examine kindergarten teachers' practices that foster students' SRL skills associated with college and career readiness. Two kindergarten teachers from an elementary school in the greater Hartford area participated in this study. The researcher analyzed their written curriculum plans pertaining to lessons for science, social/emotional skills, and English language arts; conducted classroom observations; and interviewed the two kindergarten teachers who participated in this study. Findings revealed that the participating teachers used technology, validation strategies, guidance strategies, physical classroom design, and communicative collaboration to foster SRL. Implications from this study include recommendations for teacher and administrator practice, future research, and public policy.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2024
538 $a Mode of access: World Wide Web
650 4 $a Early childhood education. $3 557157
650 4 $a Educational leadership. $3 585508
653 $a College and career readiness
653 $a Early childhood
653 $a Self-regulated learning
655 7 $a Electronic books. $2 local $3 554714
690 $a 0449
690 $a 0518
710 2 $a University of Hartford. $b Educational Leadership. $3 1180068
710 2 $a ProQuest Information and Learning Co. $3 1178819
773 0 $t Dissertations Abstracts International $g 80-01A.
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10813783 $z click for full text (PQDT)