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
Subjects
Resource Type
Collections this item is in
Note
- Doctoral Dissertation Leadership and Innovation 2019