Initiatives aimed at improving STEM education have largely focused on school-based programs, with the majority of STEM professional development targeting primary and secondary school educators. How...

Taylor & Francis | Journal of Early Childhood Teacher Education

01.02.2024

Preservice preschool teachers’ mathematics experience and math anxiety on their beliefs about and attitudes toward teaching mathematics: Journal of Early Childhood Teacher Education: Vol 44, No 4

Only a limited number of research has examined preservice preschool teachers’ attitudes toward and beliefs about teaching mathematics, likely because there are no instruments aimed at preschool set...

Taylor & Francis | Journal of Early Childhood Teacher Education

01.02.2024

An exploratory study of how measuring knowledge-in-use adds value beyond static knowledge measures: Journal of Early Childhood Teacher Education: Vol 44, No 4

Research-supported knowledge about how children develop language is considered foundational for high-quality instruction and as such, measuring and developing teachers’ knowledge has been emphasize...

Taylor & Francis | Journal of Early Childhood Teacher Education

09.05.2024

Supporting preschool teachers’ use of culturally grounded Practices: Factors that influence program fidelity: Journal of Early Childhood Teacher Education: Vol 45 , No 1 - Get Access

Policymakers have underscored the importance of professional development (PD) opportunities for supporting the early childhood education workforce. Yet little is known about how the scope and deliv...

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Taylor & Francis | Journal of Early Childhood Teacher Education

Kids & Parenting

STEM professional learning in early childhood education: a scoping review: Journal of Early Childhood Teacher Education: Vol 0, No 0

Preservice preschool teachers’ mathematics experience and math anxiety on their beliefs about and attitudes toward teaching mathematics: Journal of Early Childhood Teacher Education: Vol 44, No 4

An exploratory study of how measuring knowledge-in-use adds value beyond static knowledge measures: Journal of Early Childhood Teacher Education: Vol 44, No 4

Supporting preschool teachers’ use of culturally grounded Practices: Factors that influence program fidelity: Journal of Early Childhood Teacher Education: Vol 45 , No 1 - Get Access

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Taylor & Francis | Journal of Early Childhood Teacher Education