Professional development that supports early childhood teachers' implementation of standards-driven constructivist classrooms
Term
2009
Capstone
Thesis
Degree Name
MAEd
Abstract
The research question addressed in this project was, what type of professional development supports Early Childhood teachers' implementation of standards-driven constructivist classrooms? It documents one coach's journey to support her teachers' effective implementation of standards-driven instruction in a constructivist early childhood classroom. A literature review synthesizes the need for constructivism and standards-driven instruction in an early childhood classroom as well as describing high quality components of teacher professional development connected to research based methods. The author implements three professional development models and analyzes the results of different combinations of these models using both qualitative and quantitative forms of data. She describes changes in teacher articulation as well as implementation and connects these changes to recommended practice.
Recommended Citation
Ruble, Jenna M., "Professional development that supports early childhood teachers' implementation of standards-driven constructivist classrooms" (2009). School of Education and Leadership Student Capstone Theses and Dissertations. 2222.
https://digitalcommons.hamline.edu/hse_all/2222