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Politicizing Early Childhood Education and Care in Ontario: Race, Identity and Belonging
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In: Journal of Curriculum, Teaching, Learning and Leadership in Education (2019)
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42 |
Effects of a Spanish Phonological Awareness Intervention on Latino Preschoolers' Dual Language Emergent Literacy Skills
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In: Graduate Theses and Dissertations (2019)
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43 |
Optimizing Early Intervention for Preschoolers' Vocabulary Development
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In: Graduate Theses and Dissertations (2019)
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44 |
An Examination of the Roles of Classroom Quality and Approaches to Learning on the Early Academic Skills of Latino Dual Language Learners Enrolled in Head Start
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In: Graduate Theses and Dissertations (2019)
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45 |
Book-Sharing as a Context for Fathers and Mothers to Enhance Language Development of their Preschool Children
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Seven, Yagmur. - : Digital Commons @ University of South Florida, 2019
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In: Graduate Theses and Dissertations (2019)
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46 |
An examination of kindergarten teachers’ beliefs about creative pedagogy and their perceived implementation in teaching practices
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Abstract:
This is the author accepted manuscript. The final version is available from Elsevier via the DOI in this record. ; The purpose of the present study was to uncover kindergarten teachers’ beliefs about creative pedagogy, their perceived implementation of creative pedagogy in teaching practices, and factors contributing to differences between teachers’ beliefs and practice in China. A questionnaire was used to collect data from 698 in-service kindergarten teachers in Shanghai, China. Results showed that teachers overall held positive attitudes towards the importance of four dimensions of creative pedagogy (namely possibility thinking, interpersonal exchange, self-initiated pursuit and teacher-oriented pursuit). Teachers also reported favorably about all these four dimensions in their practice. However, there is divergence between teachers’ beliefs and their reported practice. Teachers had neutral beliefs about teacher-oriented pursuit but implemented this more in their reported practice. They had strong beliefs about possibility thinking, interpersonal exchange and self-initiated pursuit but they focused less on these aspects in teaching. Teachers themselves, family, and teaching materials and environment may be the key contributing factors to the divergence of beliefs and practice. These findings have implications for kindergarten teacher professional development programs and the implementation of creativity reform in China. ; East China Normal University
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Keyword:
creative pedagogy; Creativity; Kindergarten teacher; Teachers’ beliefs; Teaching practice
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URL: https://doi.org/10.1016/j.tsc.2019.03.001 http://hdl.handle.net/10871/36360
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47 |
Assessment in play-based kindergarten classrooms: An empirical study of teacher perspectives and practices
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48 |
Art as a Mediating Tool: Children and Learning in a Music and Arts-Based After School Program
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In: Open Access Theses & Dissertations (2019)
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49 |
Wirkungen naturwissenschaftlicher Bildungsangebote auf pädagogische Fachkräfte und Kinder ...
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50 |
Linguistic Interactions of Spanish Speaking Mexican American Families
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In: Dissertations (2018)
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51 |
Wirkungen naturwissenschaftlicher Bildungsangebote auf pädagogische Fachkräfte und Kinder
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In: Opladen; Berlin : Verlag Barbara Budrich 2018, 314 S. - (Wissenschaftliche Untersuchungen zur Arbeit der Stiftung „Haus der Kleinen Forscher“; 10) (2018)
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52 |
Revisiting a Classic: A Book Review of Understanding Reading: A Psycholinguistic Analysis of Reading and Learning
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In: Networks: An Online Journal for Teacher Research (2018)
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53 |
Teachers’ Response to Infants’ Nonverbal Communication and Use of Response to Facilitate a Dialogue
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In: Electronic Theses and Dissertations (2018)
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54 |
Preliminary Effects of a Preschool Stem Professional Development Model on Teachers’ Attitudes and Beliefs
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In: ETSU Faculty Works (2018)
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55 |
Effects of a Preschool Professional Development Model on Teacher Science and Math Knowledge
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In: ETSU Faculty Works (2018)
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56 |
Effects of a Math and Science Library-Based Bilingual Program on Preschoolers, Their Families, and the Library
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In: ETSU Faculty Works (2018)
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57 |
Read, Write, and Relax: Teachers Perspectives on the Decrease of Naptime in Kindergarten
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In: Honors College Theses (2018)
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58 |
Helping Pre-Service Teachers Understand the "T" and "Q" in LGBTQ
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In: National Youth Advocacy and Resilience Conference (2018)
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59 |
Die Sprache der Sprachförderung - ist das sprachliche Handeln an die Förderbedarfe von DaZ-Kindern angepasst?
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In: Diskurs Kindheits- und Jugendforschung / Discourse. Journal of Childhood and Adolescence Research ; 11 ; 1 ; 81-98 ; (Vor-)Schulkinder mit Deutsch als Zweitsprache im Fokus von Spracherwerbsforschung und Sprachdidaktik (2018)
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A Study of Ghanaian Kindergarten Teachers' Use of Bilingual and Translanguaging Practices
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In: Graduate Theses and Dissertations (2018)
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