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

How Early Childhood Educators Descri...

Cox, Charlotte Pauline,

Linked to FindBook

Google Book

Amazon

博客來

How Early Childhood Educators Describe Using Positive Guidance Techniques in the Classroom /

Record Type:	Electronic resources : Monograph/item
Title/Author:	How Early Childhood Educators Describe Using Positive Guidance Techniques in the Classroom // Charlotte Pauline Cox.
Author:	Cox, Charlotte Pauline,
Description:	1 electronic resource (392 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 86-12, Section: B.
Contained By:	Dissertations Abstracts International86-12B.
Subject:	Early childhood education. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=32115654
ISBN:	9798280780750

How Early Childhood Educators Describe Using Positive Guidance Techniques in the Classroom /
Cox, Charlotte Pauline,

How Early Childhood Educators Describe Using Positive Guidance Techniques in the Classroom /Charlotte Pauline Cox. - 1 electronic resource (392 pages)

Source: Dissertations Abstracts International, Volume: 86-12, Section: B.

The purpose of this qualitative descriptive study was to understand how early childhood educators describe using positive guidance techniques in early childhood classrooms in California. It was not known what teachers were experiencing in their classrooms as they implemented positive guidance strategies. The theoretical foundations for this study, positive guidance, and the California teaching pyramid model were addressed. Three questions were developed to uncover experiences: how early childhood educators described using positive guidance in the classroom, how early childhood educators described using nurturing and supportive relationships, and how early childhood educators described building quality early childhood environments. Nineteen early childhood educators in California participated in this study. The data sources included 12 one-on-one interviews and two focus groups. This study required a qualitative design as the phenomenon required interacting and talking with people. The problem statement and the research questions aligned with a qualitative descriptive design. The researcher reviewed, examined, analyzed, and reported on the data using Braun and Clarke's reflexive thematic analysis. The results of the reflexive thematic analysis revealed four main themes depicting teachers' descriptions (behavior management, classroom relationships, learning environments, and environment design). This study contributed to the ongoing search to understand early childhood teachers' experiences in the classroom while guiding children. Future research exploring positive guidance and quality environments is recommended.

English

ISBN: 9798280780750Subjects--Topical Terms:

518817
Early childhood education.
Subjects--Index Terms:

Classroom management

How Early Childhood Educators Describe Using Positive Guidance Techniques in the Classroom /
LDR:03184nmm a22004573i 4500 001 2435078
005 20250930135715.5
006 m o d
007 cr|nu||||||||
008 261011s2025 miu||||||m |||||||eng d
020 $a 9798280780750
035 $a (MiAaPQD)AAI32115654
035 $a AAI32115654
040 $a MiAaPQD $b eng $c MiAaPQD $e rda
100 1 $a Cox, Charlotte Pauline, $e author. $3 3825265
245 1 0 $a How Early Childhood Educators Describe Using Positive Guidance Techniques in the Classroom / $c Charlotte Pauline Cox.
264 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2025
300 $a 1 electronic resource (392 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: 86-12, Section: B.
500 $a Advisors: Sanders, Megan Committee members: Lowrance, Sherry; Temple, Allison.
502 $b Ed.D. $c Grand Canyon University $d 2025.
520 $a The purpose of this qualitative descriptive study was to understand how early childhood educators describe using positive guidance techniques in early childhood classrooms in California. It was not known what teachers were experiencing in their classrooms as they implemented positive guidance strategies. The theoretical foundations for this study, positive guidance, and the California teaching pyramid model were addressed. Three questions were developed to uncover experiences: how early childhood educators described using positive guidance in the classroom, how early childhood educators described using nurturing and supportive relationships, and how early childhood educators described building quality early childhood environments. Nineteen early childhood educators in California participated in this study. The data sources included 12 one-on-one interviews and two focus groups. This study required a qualitative design as the phenomenon required interacting and talking with people. The problem statement and the research questions aligned with a qualitative descriptive design. The researcher reviewed, examined, analyzed, and reported on the data using Braun and Clarke's reflexive thematic analysis. The results of the reflexive thematic analysis revealed four main themes depicting teachers' descriptions (behavior management, classroom relationships, learning environments, and environment design). This study contributed to the ongoing search to understand early childhood teachers' experiences in the classroom while guiding children. Future research exploring positive guidance and quality environments is recommended.
546 $a English
590 $a School code: 1582
650 4 $a Early childhood education. $3 518817
650 4 $a Behavioral sciences. $3 529833
650 4 $a Pedagogy. $3 2122828
650 4 $a Educational psychology. $3 517650
653 $a Classroom management
653 $a Early childhood educators
653 $a Early childhood environments
653 $a Positive guidance
653 $a Teaching pyramid
653 $a Young children social emotional
690 $a 0518
690 $a 0602
690 $a 0456
690 $a 0525
710 2 $a Grand Canyon University. $b College of Doctoral Studies. $e degree granting institution. $3 3759077
720 1 $a Sanders, Megan $e degree supervisor.
773 0 $t Dissertations Abstracts International $g 86-12B.
790 $a 1582
791 $a Ed.D.
792 $a 2025
856 4 0 $u https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=32115654