東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

Teachers' perceptions of teaching re...

Krisell, Meredith Rae.

Linked to FindBook

Google Book

Amazon

博客來

Teachers' perceptions of teaching reading and writing through the use of play-based developmentally appropriate practice and constructivist approaches.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Teachers' perceptions of teaching reading and writing through the use of play-based developmentally appropriate practice and constructivist approaches./
Author:	Krisell, Meredith Rae.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2015,
Description:	125 p.
Notes:	Source: Dissertation Abstracts International, Volume: 77-03(E), Section: A.
Contained By:	Dissertation Abstracts International77-03A(E).
Subject:	Early childhood education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3728581
ISBN:	9781339140926

Teachers' perceptions of teaching reading and writing through the use of play-based developmentally appropriate practice and constructivist approaches.
Krisell, Meredith Rae.

Teachers' perceptions of teaching reading and writing through the use of play-based developmentally appropriate practice and constructivist approaches. - Ann Arbor : ProQuest Dissertations & Theses, 2015 - 125 p.

Source: Dissertation Abstracts International, Volume: 77-03(E), Section: A.

Thesis (Ed.D.)--The University of Memphis, 2015.

Many teachers in Arkansas have been bombarded with Common Core State Standards (CCSS) and are expected to produce instruction that is both meaningful and authentic. Through the implementation of CCSS, the Arkansas Department of Education announced that 26 school districts were classified as academically distressed. Therefore, it will be important for educators to utilize novel approaches that will assist learners in becoming successful in all content areas. The purpose of this study was to examine six teachers' perspectives regarding play-based developmentally appropriate practice and constructivist approaches when teaching reading and writing. Qualitative research methods were utilized, including interviews, observations, field notes, teachers' lesson plans, student work, photos taken by the participants, and photos taken by the researcher. Six early childhood teachers were carefully chosen to participate in this study. Five of the participants were female and one was male. The participants taught at the same school but had different educational backgrounds and teaching experiences. Three themes emerged from the data analysis: constructivist approach, Developmentally Appropriate Practice (DAP), and reciprocity of reading and writing. In regards to the best approaches when teaching reading and writing, it seemed that some teachers implemented constructivist approaches and DAP to support their students' reading and writing skills, while others appeared to see the importance, but no alignment was evidenced by their observed practice. To support their students' learning and development, some teachers taught reading and writing simultaneously. More professional development opportunities during the summer or school year are needed to assist teachers with training in regards to play-based developmentally appropriate practice and constructivist approaches.

ISBN: 9781339140926Subjects--Topical Terms:

518817
Early childhood education.

Teachers' perceptions of teaching reading and writing through the use of play-based developmentally appropriate practice and constructivist approaches.
LDR:02885nmm a2200301 4500 001 2120211
005 20170705093026.5
008 180830s2015 ||||||||||||||||| ||eng d
020 $a 9781339140926
035 $a (MiAaPQ)AAI3728581
035 $a AAI3728581
040 $a MiAaPQ $c MiAaPQ
100 1 $a Krisell, Meredith Rae. $3 3282118
245 1 0 $a Teachers' perceptions of teaching reading and writing through the use of play-based developmentally appropriate practice and constructivist approaches.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2015
300 $a 125 p.
500 $a Source: Dissertation Abstracts International, Volume: 77-03(E), Section: A.
500 $a Adviser: Satomi Taylor.
502 $a Thesis (Ed.D.)--The University of Memphis, 2015.
520 $a Many teachers in Arkansas have been bombarded with Common Core State Standards (CCSS) and are expected to produce instruction that is both meaningful and authentic. Through the implementation of CCSS, the Arkansas Department of Education announced that 26 school districts were classified as academically distressed. Therefore, it will be important for educators to utilize novel approaches that will assist learners in becoming successful in all content areas. The purpose of this study was to examine six teachers' perspectives regarding play-based developmentally appropriate practice and constructivist approaches when teaching reading and writing. Qualitative research methods were utilized, including interviews, observations, field notes, teachers' lesson plans, student work, photos taken by the participants, and photos taken by the researcher. Six early childhood teachers were carefully chosen to participate in this study. Five of the participants were female and one was male. The participants taught at the same school but had different educational backgrounds and teaching experiences. Three themes emerged from the data analysis: constructivist approach, Developmentally Appropriate Practice (DAP), and reciprocity of reading and writing. In regards to the best approaches when teaching reading and writing, it seemed that some teachers implemented constructivist approaches and DAP to support their students' reading and writing skills, while others appeared to see the importance, but no alignment was evidenced by their observed practice. To support their students' learning and development, some teachers taught reading and writing simultaneously. More professional development opportunities during the summer or school year are needed to assist teachers with training in regards to play-based developmentally appropriate practice and constructivist approaches.
590 $a School code: 1194.
650 4 $a Early childhood education. $3 518817
650 4 $a Language arts. $3 532624
650 4 $a Reading instruction. $3 2122756
690 $a 0518
690 $a 0279
690 $a 0535
710 2 $a The University of Memphis. $b Instruction and Curriculum. $3 3282119
773 0 $t Dissertation Abstracts International $g 77-03A(E).
790 $a 1194
791 $a Ed.D.
792 $a 2015
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3728581