Fostering a "Head Start" in Math: Observing Teachers in Early Childhood Mathematics Engagement

Autor/inn/en	Pelkowski, Tracy; Herman, Everett; Trahan, Keith; Winters, Dana M.; Tananis, Cindy; Swartz, Mallary I.; Bunt, Nancy; Rodgick, Chris
Titel	Fostering a "Head Start" in Math: Observing Teachers in Early Childhood Mathematics Engagement
Quelle	In: Journal of Early Childhood Teacher Education, 40 (2019) 2, S.96-119 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Herman, Everett)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1090-1027
DOI	10.1080/10901027.2018.1522397
Schlagwörter	Early Childhood Education; Mathematics Instruction; Preschool Teachers; Faculty Development; Pedagogical Content Knowledge; Self Efficacy; Teacher Effectiveness; Teaching Methods; Educational Practices; Educational Technology; Technology Uses in Education; Television; Animation; Student Attitudes; Parent Participation; Classroom Techniques; Classroom Environment; Pennsylvania; Classroom Assessment Scoring System + Suchen Sie Ihr Suchwort? Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Mathematics lessons; Mathematikunterricht; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Pädagogische Kompetenz; Self-efficacy; Selbstwirksamkeit; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Teaching method; Lehrmethode; Unterrichtsmethode; Bildungspraxis; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Fernsehen; Fernsehtechnik; Schülerverhalten; Elternmitwirkung; Klassenführung; Klassenklima; Unterrichtsklima
Abstract	Studies show that early engagement with mathematics leads to increased math achievement later in life. Yet, early childhood teachers do not regard mathematics as critical to young learners' development and lack confidence with helping children learn mathematics. Early childhood teacher comfort and engagement with mathematics is a critical element to promoting intentional math instruction. Research was conducted to examine the effects of an innovative professional development program for Head Start preschool teachers with the goal of increasing pedagogical content knowledge and confidence in teaching mathematics. The findings in this article focus on classroom observations that concentrated on teacher engagement with mathematics. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01