Preschool Images from Kenya: Teachers’ Beliefs of Developmentally Appropriate Educational Practices

 
9783847300380: Preschool Images from Kenya: Teachers’ Beliefs of Developmentally Appropriate Educational Practices
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This study examined how teachers’ practical experiences framed their beliefs and understanding of children’s educational experiences within a developmentally appropriate framework and a bioecological systems theory, framed from a constructivist qualitative approach. Video and photographs became the basis to elicit teachers’ beliefs about children’s educational experiences. Children’s educational experiences were analysed along five constructs related to the concept of DAP; teaching strategy, use of materials, scheduling of children’s learning, assessment, and consideration of children’s individuality. This book adds to the discourse on teachers’ beliefs about children’s educational experiences from a developing country context, as well as to studies that have used visually elicited interviews. The seesaw model advanced is valuable in locating and extending the conversation about different stakeholders’ priorities, not only in Kenya, but also in other societies where preschool education has various stakeholders besides the teacher and the children benefitting from it. This book is valuable to researchers, college students, lecturers and policy makers.

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About the Author:

Dr. Ruto-Korir is a senior lecturer in the Department of Educational Psychology, Moi University-Eldoret, Kenya. She has a B.Ed. (Arts) and M. Phil (Ed. Psychology) from Moi University and a PhD from the University of Pretoria, SA. She has refereed publications, besides membership to professional bodies such as Association of Childhood Education.

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Book Description Condition: New. Publisher/Verlag: LAP Lambert Academic Publishing | Teachers Beliefs of Developmentally Appropriate Educational Practices | This study examined how teachers practical experiences framed their beliefs and understanding of children s educational experiences within a developmentally appropriate framework and a bioecological systems theory, framed from a constructivist qualitative approach. Video and photographs became the basis to elicit teachers beliefs about children s educational experiences. Children s educational experiences were analysed along five constructs related to the concept of DAP; teaching strategy, use of materials, scheduling of children s learning, assessment, and consideration of children s individuality. This book adds to the discourse on teachers beliefs about children s educational experiences from a developing country context, as well as to studies that have used visually elicited interviews. The seesaw model advanced is valuable in locating and extending the conversation about different stakeholders priorities, not only in Kenya, but also in other societies where preschool education has various stakeholders besides the teacher and the children benefitting from it. This book is valuable to researchers, college students, lecturers and policy makers. | Format: Paperback | Language/Sprache: english | 372 pp. Seller Inventory # K9783847300380

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Book Description LAP Lambert Academic Publishing Feb 2012, 2012. Taschenbuch. Condition: Neu. Neuware - This study examined how teachers practical experiences framed their beliefs and understanding of children s educational experiences within a developmentally appropriate framework and a bioecological systems theory, framed from a constructivist qualitative approach. Video and photographs became the basis to elicit teachers beliefs about children s educational experiences. Children s educational experiences were analysed along five constructs related to the concept of DAP; teaching strategy, use of materials, scheduling of children s learning, assessment, and consideration of children s individuality. This book adds to the discourse on teachers beliefs about children s educational experiences from a developing country context, as well as to studies that have used visually elicited interviews. The seesaw model advanced is valuable in locating and extending the conversation about different stakeholders priorities, not only in Kenya, but also in other societies where preschool education has various stakeholders besides the teacher and the children benefitting from it. This book is valuable to researchers, college students, lecturers and policy makers. 372 pp. Englisch. Seller Inventory # 9783847300380

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Book Description LAP Lambert Academic Publishing Feb 2012, 2012. Taschenbuch. Condition: Neu. Neuware - This study examined how teachers practical experiences framed their beliefs and understanding of children s educational experiences within a developmentally appropriate framework and a bioecological systems theory, framed from a constructivist qualitative approach. Video and photographs became the basis to elicit teachers beliefs about children s educational experiences. Children s educational experiences were analysed along five constructs related to the concept of DAP; teaching strategy, use of materials, scheduling of children s learning, assessment, and consideration of children s individuality. This book adds to the discourse on teachers beliefs about children s educational experiences from a developing country context, as well as to studies that have used visually elicited interviews. The seesaw model advanced is valuable in locating and extending the conversation about different stakeholders priorities, not only in Kenya, but also in other societies where preschool education has various stakeholders besides the teacher and the children benefitting from it. This book is valuable to researchers, college students, lecturers and policy makers. 372 pp. Englisch. Seller Inventory # 9783847300380

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Book Description LAP Lambert Academic Publishing Feb 2012, 2012. Taschenbuch. Condition: Neu. This item is printed on demand - Print on Demand Neuware - This study examined how teachers practical experiences framed their beliefs and understanding of children s educational experiences within a developmentally appropriate framework and a bioecological systems theory, framed from a constructivist qualitative approach. Video and photographs became the basis to elicit teachers beliefs about children s educational experiences. Children s educational experiences were analysed along five constructs related to the concept of DAP; teaching strategy, use of materials, scheduling of children s learning, assessment, and consideration of children s individuality. This book adds to the discourse on teachers beliefs about children s educational experiences from a developing country context, as well as to studies that have used visually elicited interviews. The seesaw model advanced is valuable in locating and extending the conversation about different stakeholders priorities, not only in Kenya, but also in other societies where preschool education has various stakeholders besides the teacher and the children benefitting from it. This book is valuable to researchers, college students, lecturers and policy makers. 372 pp. Englisch. Seller Inventory # 9783847300380

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Book Description LAP Lambert Academic Publishing. Paperback. Condition: New. 372 pages. Dimensions: 8.7in. x 5.9in. x 0.8in.This study examined how teachers practical experiences framed their beliefs and understanding of childrens educational experiences within a developmentally appropriate framework and a bioecological systems theory, framed from a constructivist qualitative approach. Video and photographs became the basis to elicit teachers beliefs about childrens educational experiences. Childrens educational experiences were analysed along five constructs related to the concept of DAP; teaching strategy, use of materials, scheduling of childrens learning, assessment, and consideration of childrens individuality. This book adds to the discourse on teachers beliefs about childrens educational experiences from a developing country context, as well as to studies that have used visually elicited interviews. The seesaw model advanced is valuable in locating and extending the conversation about different stakeholders priorities, not only in Kenya, but also in other societies where preschool education has various stakeholders besides the teacher and the children benefitting from it. This book is valuable to researchers, college students, lecturers and policy makers. This item ships from multiple locations. Your book may arrive from Roseburg,OR, La Vergne,TN. Paperback. Seller Inventory # 9783847300380

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Book Description LAP Lambert Academic Publishing, Germany, 2012. Paperback. Condition: New. Aufl.. Language: English . Brand New Book. This study examined how teachers practical experiences framed their beliefs and understanding of children s educational experiences within a developmentally appropriate framework and a bioecological systems theory, framed from a constructivist qualitative approach. Video and photographs became the basis to elicit teachers beliefs about children s educational experiences. Children s educational experiences were analysed along five constructs related to the concept of DAP; teaching strategy, use of materials, scheduling of children s learning, assessment, and consideration of children s individuality. This book adds to the discourse on teachers beliefs about children s educational experiences from a developing country context, as well as to studies that have used visually elicited interviews. The seesaw model advanced is valuable in locating and extending the conversation about different stakeholders priorities, not only in Kenya, but also in other societies where preschool education has various stakeholders besides the teacher and the children benefitting from it. This book is valuable to researchers, college students, lecturers and policy makers. Seller Inventory # KNV9783847300380

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