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

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. Limited content knowledge and lack of formal preparation impact teachers’ understanding of developmentally appropriate science and their capacity to support children to develop science skills.

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Contributors
Date Created
  • 2019
Resource Type
  • Text
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    • Doctoral Dissertation Leadership and Innovation 2019

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