In this article, we report on what we learned about the teacher change process during a 2‐year preschool PD intervention effort with Head Start teachers that was focused on a science, technology, and engineering curriculum. The present study sought to further address gaps in our understanding of teacher change, by examining in more detail the multidimensional relations among Head Start teachers' beliefs and attitudes toward science teaching and learning (representing the cognitive domain of change) and their science and engineering practices (representing the behavioral domain). Forty‐eight teachers (n = 30 Intervention, n = 18 Control) from a large urban Head Start program in the northeastern US participated in this study. (author abstract)
Head start teachers act their way into new ways of thinking: Science and engineering practices in preschool classrooms
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Reports & Papers
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United States
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