Related Resource of 23016
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Preservice teachers' emotion-related regulation and cognition: Associations with teachers' responses to children's emotions in early childhood classrooms A study of the frequency and variability of teachers' responses to children's emotions, and an examination of the relationship between teachers' emotion-related regulation, beliefs about children's emotions, and empathetic perspectives, and their responses to young children's positive and negative emotional displays, based on data from 24 preservice early education teachers during practicum hours at a university laboratory preschool |
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Introduction to the special issue on university laboratory preschools in the 21st century An introduction to a special issue of the journal Early Education and Development, focusing on the changing roles of the laboratory preschools in institutes of higher education |
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Creating a classroom of inquiry at the University of California at Berkeley: The Harold E. Jones Child Study Center A discussion of an interpretative approach to child observation and assessment developed from the 1970s through 2005 within the University of California's Harold E. Jones Child Study Center, with a focus on classroom research the authors conducted from which the interpretive approach evolved, and colleagues who contributed to the authors' thinking and whose work and writing informed that research |
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Using a logic model to evaluate undergraduate instruction in a laboratory preschool A study of the use of a theory approach logic model to evaluate undergraduate instructional activities in a mid-southwestern university laboratory preschool, based on data from three cohorts of students who participated in weekly field experience at the school in 2007, 2008, and 2009 |
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Child development laboratory schools as generators of knowledge in early childhood education: New models and approaches An overview of a conceptual model that describes the potential for child development laboratory schools to be places that generate and disseminate new knowledge and understandings of children, families, teachers, curriculum, and classroom processes, with an exploration of their potential and challenges to that potential to accumulate and disseminate knowledge, and a discussion of a proposal for a laboratory schools consortium to support knowledge generation |
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How three young toddlers transition from an infant to a toddler child care classroom: Exploring the influence of peer relationships, teacher expectations, and changing social contexts A study of infants' peer relationships, teacher expectations of those infants, and changes in infant peer relationships over the course of 9 months, from their last semester in their infant classroom through their transition to a toddler classroom at a university-based child care center, based on observations of 3 infants and participant observations and interviews with their teachers |
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Identifying and addressing challenges to research in university laboratory preschools An overview of challenges that university laboratory preschools face in providing a site for research that fits with other components of the program mission, suggestions for addressing reluctance from teachers and children for research participation, and recommendations for ensuring that the setting provides a realistic and authentic model for generating useful research |
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Laboratory schools as places of inquiry: A collaborative journey for two laboratory schools A presentation of a framework for collaborative inquiry as a professional development tool, with an account of the implementation of cross-university collaborative inquiry and communities of practice in 2 university laboratory schools serving toddlers, preschoolers, and kindergarteners at Kent State University in Ohio and South Dakota State University |
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