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Instructional Strategies in Early Childhood Teacher Education: A Comparison of Two Approaches

Abstract Details

2008, Doctor of Philosophy, University of Toledo, Educational Psychology.
In an effort to identify the impact of teacher education on P-12 classroom practices, and ultimately on P-12 student learning, this study investigates the differences between two instructional environments in an undergraduate early childhood teacher education program. Data in this qualitative study were collected from students in two methods courses. Content for each course was identical. However, one instructor taught in a center-based instructional environment while the other instructor taught in a non center-based instructional environment. The data show that students in the center-based environment perceived more opportunities to develop autonomy and intrinsic motivation compared to students in the non center-based environment.
William Gray (Committee Chair)
Ruslan Slutsky (Committee Member)
Sally Atkins-Burnett (Committee Member)
John R. Cryan (Committee Member)
148 p.

Recommended Citations

Citations

  • Allen, A. E. (2008). Instructional Strategies in Early Childhood Teacher Education: A Comparison of Two Approaches [Doctoral dissertation, University of Toledo]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1218812594

    APA Style (7th edition)

  • Allen, Amy. Instructional Strategies in Early Childhood Teacher Education: A Comparison of Two Approaches. 2008. University of Toledo, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=toledo1218812594.

    MLA Style (8th edition)

  • Allen, Amy. "Instructional Strategies in Early Childhood Teacher Education: A Comparison of Two Approaches." Doctoral dissertation, University of Toledo, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1218812594

    Chicago Manual of Style (17th edition)