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Examining the (false) dichotomy betw...

Ostrove, Randi.

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Examining the (false) dichotomy between "care" and"education"in early childhood programs: A descriptive case study of teacher-child relationships within a standardized curriculum model.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Examining the (false) dichotomy between "care" and"education"in early childhood programs: A descriptive case study of teacher-child relationships within a standardized curriculum model./
作者:	Ostrove, Randi.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2016,
面頁冊數:	263 p.
附註:	Source: Dissertation Abstracts International, Volume: 77-07(E), Section: A.
Contained By:	Dissertation Abstracts International77-07A(E).
標題:	Elementary education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10024975
ISBN:	9781339519692

Examining the (false) dichotomy between "care" and"education"in early childhood programs: A descriptive case study of teacher-child relationships within a standardized curriculum model.
Ostrove, Randi.

Examining the (false) dichotomy between "care" and"education"in early childhood programs: A descriptive case study of teacher-child relationships within a standardized curriculum model. - Ann Arbor : ProQuest Dissertations & Theses, 2016 - 263 p.

Source: Dissertation Abstracts International, Volume: 77-07(E), Section: A.

Thesis (Ed.D.)--Rutgers The State University of New Jersey - New Brunswick, 2016.

Public preschool programs using standardized curriculum models are increasing rapidly, and while research has shown that teacher-child relationships have been used successfully as an intervention and compensatory measure, it is unclear what influence the public preschool setting and the use of a curriculum model have on teacher-child relationships. The purpose of this multiple case study was to explore and describe how teachers build relationships with children in public preschool programs while working within the parameters of a standardized curriculum model. The research questions guiding this study were:

ISBN: 9781339519692Subjects--Topical Terms:

641385
Elementary education.

Examining the (false) dichotomy between "care" and"education"in early childhood programs: A descriptive case study of teacher-child relationships within a standardized curriculum model.
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245 1 0 $a Examining the (false) dichotomy between "care" and"education"in early childhood programs: A descriptive case study of teacher-child relationships within a standardized curriculum model.
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500 $a Source: Dissertation Abstracts International, Volume: 77-07(E), Section: A.
500 $a Adviser: Carrie Lobman.
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520 $a Public preschool programs using standardized curriculum models are increasing rapidly, and while research has shown that teacher-child relationships have been used successfully as an intervention and compensatory measure, it is unclear what influence the public preschool setting and the use of a curriculum model have on teacher-child relationships. The purpose of this multiple case study was to explore and describe how teachers build relationships with children in public preschool programs while working within the parameters of a standardized curriculum model. The research questions guiding this study were:
520 $a 1) How do preschool teachers build relationships with children while working within a standardized curriculum model? a) What opportunities exist for relationship building? b) What strategies do teachers employ to build relationships with their students? 2) What are teachers' beliefs about relationship building in the early childhood classroom? 3) What do teachers believe impacts upon their abilities to successfully build relationships with their students?
520 $a The participants were two public preschool teachers, working within the Curiosity Corner curriculum model. Data sources included classroom observations, teacher interviews, and document review. Data was analyzed using the Dedoose data analysis software to look for patterns and themes. Analysis took place within each case and across cases as well. Findings showed that the participants recognized their job to include both care and education. They believed that establishing comfort would create feelings of emotional security that would set the stage for learning. These teachers prioritized relationship building and relational activities in their classrooms, despite the pressures and constraints faced; however, each teacher confronted these challenges differently, as their teaching environments varied. The Curiosity Corner model did not appear to have a great impact on teachers' relationship building abilities, although extended periods of time allotted for Learning Labs and Gross Motor Play did seem to provide opportunities for longer, more sustained interactions.
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