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Examining Professional Development Practices in Early Childhood Settings Using Albert Bandura's Social Learning Theory
Examining Professional Development Practices in Early Childhood Settings Using Albert Bandura's Social Learning Theory
상세정보
- 자료유형
- 학위논문 서양
- 최종처리일시
- 20260202103659
- ISBN
- 9798314892992
- DDC
- 150
- 서명/저자
- Examining Professional Development Practices in Early Childhood Settings Using Albert Banduras Social Learning Theory
- 발행사항
- [Sl] : The Ohio State University, 2024
- 발행사항
- Ann Arbor : ProQuest Dissertations & Theses, 2024
- 형태사항
- 136 p
- 주기사항
- Source: Dissertations Abstracts International, Volume: 86-11, Section: B.
- 주기사항
- Advisor: Miranda, Antoinette.
- 학위논문주기
- Thesis (Ph.D.)--The Ohio State University, 2024.
- 초록/해제
- 요약Traditionally, preschool-age children are encouraged to explore the world around them to construct a meaningful worldview. Although important, exploration is no longer admirable when behavior begins to arise. Despite the commonality of preschool behavior, there is an unspoken limit or expectation that is crossed that leads to concerns. There has been a surge of research that highlights concerns of expulsion in early childhood settings, however, there is limited research on how early childhood teachers learn to adopt knowledge and practice to address behavior. The purpose of this study is to evaluate the professional development practices of early childhood educators using Bandura's Social Learning Theory to increase Positive Behavior Intervention and Support (PBIS) and decrease preschool expulsions in early childhood settings. A phenomenological study was conducted to investigate teachers? perspectives on professional development practices. Qualitative results indicated that early childhood teachers were unprepared to address challenging behavior and desired professional development tailored to their needs. The intention is to identify whether a call to action is warranted for early childhood professionals and policymakers to enhance their awareness and knowledge of professional development practices to address expulsion rates in preschool settings and their impact on development.
- 일반주제명
- Psychology
- 일반주제명
- Educational psychology
- 일반주제명
- Teacher education
- 키워드
- Albert bandura
- 기타저자
- The Ohio State University Educational Studies
- 기본자료저록
- Dissertations Abstracts International. 86-11B.
- 전자적 위치 및 접속
- 로그인 후 원문을 볼 수 있습니다.
MARC
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■040 ▼aMiAaPQ▼cMiAaPQ
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■1001 ▼aBlake, Shanterica.
■24510▼aExamining Professional Development Practices in Early Childhood Settings Using Albert Bandura's Social Learning Theory
■260 ▼a[Sl]▼bThe Ohio State University▼c2024
■260 1▼aAnn Arbor▼bProQuest Dissertations & Theses▼c2024
■300 ▼a136 p
■500 ▼aSource: Dissertations Abstracts International, Volume: 86-11, Section: B.
■500 ▼aAdvisor: Miranda, Antoinette.
■5021 ▼aThesis (Ph.D.)--The Ohio State University, 2024.
■520 ▼aTraditionally, preschool-age children are encouraged to explore the world around them to construct a meaningful worldview. Although important, exploration is no longer admirable when behavior begins to arise. Despite the commonality of preschool behavior, there is an unspoken limit or expectation that is crossed that leads to concerns. There has been a surge of research that highlights concerns of expulsion in early childhood settings, however, there is limited research on how early childhood teachers learn to adopt knowledge and practice to address behavior. The purpose of this study is to evaluate the professional development practices of early childhood educators using Bandura's Social Learning Theory to increase Positive Behavior Intervention and Support (PBIS) and decrease preschool expulsions in early childhood settings. A phenomenological study was conducted to investigate teachers? perspectives on professional development practices. Qualitative results indicated that early childhood teachers were unprepared to address challenging behavior and desired professional development tailored to their needs. The intention is to identify whether a call to action is warranted for early childhood professionals and policymakers to enhance their awareness and knowledge of professional development practices to address expulsion rates in preschool settings and their impact on development.
■590 ▼aSchool code: 0168.
■650 4▼aPsychology
■650 4▼aEducational psychology
■650 4▼aEarly childhood education
■650 4▼aTeacher education
■653 ▼aProfessional development
■653 ▼aAlbert bandura
■653 ▼aSocial Learning Theory
■653 ▼aEarly childhood professionals
■653 ▼aPositive Behavior Intervention and Support
■690 ▼a0621
■690 ▼a0518
■690 ▼a0530
■690 ▼a0525
■71020▼aThe Ohio State University▼bEducational Studies.
■7730 ▼tDissertations Abstracts International▼g86-11B.
■790 ▼a0168
■791 ▼aPh.D.
■792 ▼a2024
■793 ▼aEnglish
■85640▼uhttp://www.riss.kr/pdu/ddodLink.do?id=T17358210▼nKERIS▼z이 자료의 원문은 한국교육학술정보원에서 제공합니다.
