東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁 到查詢結果 [ null ]

切換: 標籤 | MARC模式 | ISBD

Teachers' experiences with integrati...

Nugent, Mary Beth Anderson.

FindBook

Google Book

Amazon

博客來

Teachers' experiences with integrating play-based learning into standards-driven curriculum: A phenomenological study.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Teachers' experiences with integrating play-based learning into standards-driven curriculum: A phenomenological study./
作者:	Nugent, Mary Beth Anderson.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2017,
面頁冊數:	200 p.
附註:	Source: Dissertation Abstracts International, Volume: 78-08(E), Section: A.
Contained By:	Dissertation Abstracts International78-08A(E).
標題:	Early childhood education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10258012
ISBN:	9781369653298

Teachers' experiences with integrating play-based learning into standards-driven curriculum: A phenomenological study.
Nugent, Mary Beth Anderson.

Teachers' experiences with integrating play-based learning into standards-driven curriculum: A phenomenological study. - Ann Arbor : ProQuest Dissertations & Theses, 2017 - 200 p.

Source: Dissertation Abstracts International, Volume: 78-08(E), Section: A.

Thesis (Ed.D.)--Liberty University, 2017.

The purpose of this phenomenological study was to describe kindergarten teachers' experiences with integrating play-based learning into standards-based academic curriculum in a school district in South Carolina. Play--based learning experiences were defined as instances which allow children to engage in active, social learning experiences in classrooms. This study explored the question of how kindergarten teachers describe their experiences with integrating play-based learning experiences in their classrooms, the value of play in their classrooms, their role as the adult during play experiences, and the difficulties that they face in making instructional decisions. The theories guiding this study were Froebel's early childhood learning theory and Vygotsky's cognitive constructivist theory as they demonstrate the importance of providing play-based learning experiences for kindergarten children. The sample was gathered through a criterion sampling strategy where teachers from a school district in South Carolina were selected because they have experienced the phenomenon being studied. Data collection included interviews, a focus group, and artifact analysis. The data was transcribed and analyzed using memoing and coding to identify emerging themes. Five themes emerged: academic values resulting from play-based learning, functional values resulting from play-based learning, intentional instructional planning, classroom interactions as a key component, and difficulties with implementing play-based learning. The results of the study will provide information to educators about how to best support kindergarten teachers in their pedagogical decision making.

ISBN: 9781369653298Subjects--Topical Terms:

518817
Early childhood education.

Teachers' experiences with integrating play-based learning into standards-driven curriculum: A phenomenological study.
LDR:02649nmm a2200301 4500 001 2123821
005 20171010112650.5
008 180830s2017 ||||||||||||||||| ||eng d
020 $a 9781369653298
035 $a (MiAaPQ)AAI10258012
035 $a AAI10258012
040 $a MiAaPQ $c MiAaPQ
100 1 $a Nugent, Mary Beth Anderson. $3 3285766
245 1 0 $a Teachers' experiences with integrating play-based learning into standards-driven curriculum: A phenomenological study.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2017
300 $a 200 p.
500 $a Source: Dissertation Abstracts International, Volume: 78-08(E), Section: A.
500 $a Adviser: Ralph Marino.
502 $a Thesis (Ed.D.)--Liberty University, 2017.
520 $a The purpose of this phenomenological study was to describe kindergarten teachers' experiences with integrating play-based learning into standards-based academic curriculum in a school district in South Carolina. Play--based learning experiences were defined as instances which allow children to engage in active, social learning experiences in classrooms. This study explored the question of how kindergarten teachers describe their experiences with integrating play-based learning experiences in their classrooms, the value of play in their classrooms, their role as the adult during play experiences, and the difficulties that they face in making instructional decisions. The theories guiding this study were Froebel's early childhood learning theory and Vygotsky's cognitive constructivist theory as they demonstrate the importance of providing play-based learning experiences for kindergarten children. The sample was gathered through a criterion sampling strategy where teachers from a school district in South Carolina were selected because they have experienced the phenomenon being studied. Data collection included interviews, a focus group, and artifact analysis. The data was transcribed and analyzed using memoing and coding to identify emerging themes. Five themes emerged: academic values resulting from play-based learning, functional values resulting from play-based learning, intentional instructional planning, classroom interactions as a key component, and difficulties with implementing play-based learning. The results of the study will provide information to educators about how to best support kindergarten teachers in their pedagogical decision making.
590 $a School code: 1052.
650 4 $a Early childhood education. $3 518817
650 4 $a Educational sociology. $3 519608
650 4 $a Educational evaluation. $3 526425
690 $a 0518
690 $a 0340
690 $a 0443
710 2 $a Liberty University. $b School of Education. $3 1017771
773 0 $t Dissertation Abstracts International $g 78-08A(E).
790 $a 1052
791 $a Ed.D.
792 $a 2017
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10258012