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Innovative practices in early childh...

Marshall, Ellen.

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Innovative practices in early childhood classrooms: What makes a teacher an early adopter?

Record Type:	Electronic resources : Monograph/item
Title/Author:	Innovative practices in early childhood classrooms: What makes a teacher an early adopter?/
Author:	Marshall, Ellen.
Description:	170 p.
Notes:	Source: Dissertation Abstracts International, Volume: 65-05, Section: A, page: 1626.
Contained By:	Dissertation Abstracts International65-05A.
Subject:	Education, Adult and Continuing. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3132109

Innovative practices in early childhood classrooms: What makes a teacher an early adopter?
Marshall, Ellen.

Innovative practices in early childhood classrooms: What makes a teacher an early adopter? - 170 p.

Source: Dissertation Abstracts International, Volume: 65-05, Section: A, page: 1626.

Thesis (Ph.D.)--Texas A&M University, 2004.

This basic qualitative research study focused on the internal constructions of ten early childhood education teachers who take new information acquired from workshops, coursework, or other educational venues and quickly incorporate it into their teaching. The participants were all women who work in a variety of classroom settings with two- through six-year-olds in San Antonio, Texas. They were identified as teachers who are in the forefront in adopting new ideas in comparison to other early childhood teachers (Rogers, 2003). A wide range of experience and education levels were represented. Using the interpretive paradigm as well as the ideological framework of constructivism, a grounded theory was established in response to the research question. Of special interest were factors that can be addressed in pre-service and in-service instructional opportunities for early childhood students and professionals. There were three major findings. First, the participants expressed core moral values in relation to their jobs as early childhood teachers: they look upon their work as a moral endeavor; they have a spiritual connection to their work; and they care deeply about others. Second, they shared the character traits of a positive attitude, persistence, and flexibility. Third, they held two learning dispositions in common: they perceive and practice learning as a continual, on-going process; and they are highly reflective. Viewed together, these three findings form a continuous internal loop that impacts the external cycle of gaining new information and adopting it into classroom practice.Subjects--Topical Terms:

626632
Education, Adult and Continuing.

Innovative practices in early childhood classrooms: What makes a teacher an early adopter?
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100 1 $a Marshall, Ellen. $3 607799
245 1 0 $a Innovative practices in early childhood classrooms: What makes a teacher an early adopter?
300 $a 170 p.
500 $a Source: Dissertation Abstracts International, Volume: 65-05, Section: A, page: 1626.
500 $a Co-Chairs: M. Carolyn Clark; Don F. Seaman.
502 $a Thesis (Ph.D.)--Texas A&M University, 2004.
520 $a This basic qualitative research study focused on the internal constructions of ten early childhood education teachers who take new information acquired from workshops, coursework, or other educational venues and quickly incorporate it into their teaching. The participants were all women who work in a variety of classroom settings with two- through six-year-olds in San Antonio, Texas. They were identified as teachers who are in the forefront in adopting new ideas in comparison to other early childhood teachers (Rogers, 2003). A wide range of experience and education levels were represented. Using the interpretive paradigm as well as the ideological framework of constructivism, a grounded theory was established in response to the research question. Of special interest were factors that can be addressed in pre-service and in-service instructional opportunities for early childhood students and professionals. There were three major findings. First, the participants expressed core moral values in relation to their jobs as early childhood teachers: they look upon their work as a moral endeavor; they have a spiritual connection to their work; and they care deeply about others. Second, they shared the character traits of a positive attitude, persistence, and flexibility. Third, they held two learning dispositions in common: they perceive and practice learning as a continual, on-going process; and they are highly reflective. Viewed together, these three findings form a continuous internal loop that impacts the external cycle of gaining new information and adopting it into classroom practice.
520 $a The findings in this study parallel previous teacher knowledge research done with K--12 grade teachers in the United States and in other countries. It supports models of change that consider one's frame of reference in terms of individual belief systems and how this impacts the change process. The implication is that focusing on technical knowledge is not enough. Early childhood teacher educators must consistently employ specific strategies with their students that help illuminate and strengthen the tacit traits identified in this study.
590 $a School code: 0803.
650 4 $a Education, Adult and Continuing. $3 626632
650 4 $a Education, Early Childhood. $3 1017530
650 4 $a Education, Teacher Training. $3 783747
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710 2 0 $a Texas A&M University. $3 718977
773 0 $t Dissertation Abstracts International $g 65-05A.
790 1 0 $a Clark, M. Carolyn, $e advisor
790 1 0 $a Seaman, Don F., $e advisor
790 $a 0803
791 $a Ph.D.
792 $a 2004
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3132109