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The objective of this study was to examine the beliefs of Jordanian kindergarten teachers toward developmentally appropriate
practices (DAP). The sample consists of 285 (14.9%) randomly selected teachers working in public and private kindergartens.
A questionnaire with two parts, (1) general information and (2) teachers’ beliefs regarding DAP, was developed to answer the
research questions. The items were distributed into the five dimensions of early childhood professional practice that were
published by the National Association for the education of young children (NAEYC). The findings indicated that the overall
mean score of kindergarten teachers’ beliefs on the five dimensions was 4.08, indicating high beliefs toward (DAP). Teachers
endorsed DAP on all dimensions except establishing reciprocal relationships with families. The findings also indicated that
there are no significant differences between the means of teachers’ beliefs toward teaching children according to teachers’
level of education, years of experience, or teacher’s age (except in the caring community of learners and the development
and learning domains). In the light of the findings of this study, some recommendations are presented. 相似文献
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Al-Maroof Rana Saeed Alfaisal Aseel M. Salloum Said A. 《Education and Information Technologies》2021,26(3):2477-2500
Education and Information Technologies - The rapid changes in recent years witnessed the development of technology-based education environment where teachers and learners can interact by adopting... 相似文献
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