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.
|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|
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