Description
The purpose of this action research was to understand how reflective, job-embedded early childhood science professional learning and development (PLD) impacted Early Head Start (EHS) teacher learning and their perceptions toward science with toddlers.
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Contributors
- Bucher, Eric Zachary (Author)
- Marsh, Josephine (Thesis advisor)
- Martin, Laura (Committee member)
- Watanabe Kganetso, Lynne (Committee member)
- Arizona State University (Publisher)
Date Created
The date the item was original created (prior to any relationship with the ASU Digital Repositories.)
2019
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Resource Type
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Note
- Doctoral Dissertation Leadership and Innovation 2019