Dissertation/Thesis Abstract

Beliefs of infant and toddler teachers in a progressive childcare center: The impact of education and experience
by Hammond, Michelle, M.S., University of Nevada, Reno, 2009, 88; 1467791
Abstract (Summary)

This study examined the progressive beliefs of 11 infant/toddler teachers employed at the Child and Family Research Center on the University of Nevada, Reno campus. Specifically, this study explored possible relationships between teachers' progressive beliefs and their formal work experience and education. Current research was paired with Sociocultural Theory to frame the research questions regarding the influence experience and education may have on teachers' progressive beliefs. No significant correlations were found, although a relationship was established between the number of college credits a teacher had received in Early Childhood Education programs outside of the University of Nevada Reno and the degree to which their beliefs were progressive.

Indexing (document details)
Advisor: Burnham, Melissa M.
Commitee: Essa, Eva, Harrison, Thomas
School: University of Nevada, Reno
Department: Human Development and Family Studies
School Location: United States -- Nevada
Source: MAI 48/01M, Masters Abstracts International
Subjects: Early childhood education, Teacher education, Education philosophy
Keywords: Progressive beliefs, Progressive education, Teacher beliefs
Publication Number: 1467791
ISBN: 978-1-109-31045-0
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