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  • The University of Toledo The University of Toledo Digital Repository

    Theses and Dissertations

    2008

    Instructional strategies in early childhood teacher education : a comparison of two approaches Amy E. Allen The University of Toledo

    Follow this and additional works at: http://utdr.utoledo.edu/theses-dissertations

    This Dissertation is brought to you for free and open access by The University of Toledo Digital Repository. It has been accepted for inclusion in Theses and Dissertations by an authorized administrator of The University of Toledo Digital Repository. For more information, please see the repository's About page.

    Recommended Citation Allen, Amy E., "Instructional strategies in early childhood teacher education : a comparison of two approaches" (2008). Theses and Dissertations. 1158. http://utdr.utoledo.edu/theses-dissertations/1158

    http://utdr.utoledo.edu?utm_source=utdr.utoledo.edu%2Ftheses-dissertations%2F1158&utm_medium=PDF&utm_campaign=PDFCoverPages http://utdr.utoledo.edu/theses-dissertations?utm_source=utdr.utoledo.edu%2Ftheses-dissertations%2F1158&utm_medium=PDF&utm_campaign=PDFCoverPages http://utdr.utoledo.edu/theses-dissertations?utm_source=utdr.utoledo.edu%2Ftheses-dissertations%2F1158&utm_medium=PDF&utm_campaign=PDFCoverPages http://utdr.utoledo.edu/theses-dissertations/1158?utm_source=utdr.utoledo.edu%2Ftheses-dissertations%2F1158&utm_medium=PDF&utm_campaign=PDFCoverPages http://utdr.utoledo.edu/about.html

  • A Dissertation

    Entitled

    Instructional Strategies in Early Childhood Teacher Education: A Comparison of Two Approaches

    By

    Amy E. Allen

    Submitted as partial fulfillment of the requirements for

    the Doctor of Philosophy Degree in Foundations of Education: Educational Psychology

    ______________________________ Advisor: William M. Gray

    ______________________________ Sally Atkins-Burnett

    ______________________________ John R. Cryan ______________________________ Ruslan Slutsky ______________________________ Judith Herb College of Education

    ______________________________ College of Graduate Studies

    The University of Toledo

    August 2008

  • ii

    Copyright © 2008

    This document is copyrighted material. Under copyright law, no parts of this document

    may be reproduced without the expressed permission of the author.

  • iii

    An Abstract of

    Instructional Strategies in Undergraduate Teacher Education:

    A Comparison of Two Approaches.

    Amy E. Allen

    Submitted as partial fulfillment of the requirements for

    The Doctor of Philosophy in Foundations of Education: Educational Psychology

    The University of Toledo

    August 2008

    In an effort to identify the impact of teacher education on P-12 classroom

    practices, and ultimately on P-12 student learning, this study investigates the differences

    between two instructional environments in an undergraduate early childhood teacher

    education program. Data in this qualitative study were collected from students in two

    methods courses. Content for each course was identical. However, one instructor taught

    in a center-based instructional environment while the other instructor taught in a non

    center-based instructional environment. The data show that students in the center-based

    environment perceived more opportunities to develop autonomy and intrinsic motivation

    compared to students in the non center-based environment.

  • iv

    Dedication

    This study is dedicated to children.

    It will be a wonderful day when ALL children are blessed with quality teachers who know how best to help them learn. This study will play a small role in the quest to make that happen.

  • v

    Acknowledgements There are many to acknowledge for helping me along this journey:

    • My husband, Lloyd for always believing in me and encouraging me.

    • My children, Liam, Evan, and Bridget who give me inspiration and keep me fueled with reasons to make schools great places for kids.

    • My parents for teaching me how to work hard and persevere, even when things

    are difficult.

    • My colleagues at Dorr Elementary who taught me about what good teachers do and do not do.

    • My colleagues in the Early Childhood Department with whom I shared many

    conversations about quality teaching. Those conversations ultimately resulted in this study.

    • My committee members, Sally Atkins-Burnett, Bob Cryan, and Ruslan Slutsky

    who gave honest feedback and constant encouragement.

    • My dissertation chair, Bill Gray who stepped in at a difficult time and worked with me diligently to get things done.

  • vi

    Table of Contents Copyright Page…………………………………………………………………………....ii

    Abstract…………………………………………………………………………………..iii

    Dedication………………………………………………………………………….......... iv

    Acknowledgements………………………………………………………………………..v

    List of Tables…………………………………………………………………………….vii

    List of Figures…………………………………………………………………………...viii

    List of Appendices……………………………………………………………………….ix

    Instructional strategies in undergraduate teacher education: A comparison of two

    approaches

    Chapter 1: Introduction……………………………………………………………1

    Chapter 2: Literature Review………………………………………………….....11

    Chapter 3: Method……………………………………………………………….34

    Chapter 4: Results………………………………………………………………..56

    Chapter 5: Discussion……………………………………………………………72

    References……………………………………………………………………………….85

    Appendices……………………………………………………………………………...102

  • vii

    List of Tables Table 1 Approaches to Instruction……………………………………….28 Table 2 Participant Demographics……………………………………….38 Table 3 Weekly Schedule………………………………………………...45 Table 4 Focus Group 1 Questions………………………………………..50 Table 5 Focus Group 2 Questions………………………………………..51 Table 6 Summary of Data Codes………………………………………...58 Table 7 Criteria for Categorization of Data……………………………...59 Table 8 Percentage of Students Contributing Comments Representing Theme Ia: Instructor Instructional Role…………………………61 Table 9 Percentage of Students Contributing Comments Representing Theme Ib: Instructor Instructional Climate……………………...63 Table 10 Percentage of Students Contributing Comments Representing Theme IIa: Student Instructional Role…………………………..65 Table 11 Percentage of Students Contributing Comments Representing Theme IIb: Student Work with Peers……………………………66 Table 12 Percentage of Students Contributing Comments Representing Theme IIc: Student Responsibility for Own Learning…………..67 Table 13 Percentage of Students Contributing Comments Representing Theme IIIa: Learning Style Preferences………………………....70 Table 14 Percentage of Students Contributing Comments Representing Theme IIIb: Specific Strategies Used in Class…………………..71

  • viii

    List of Figures

    Figure 1 A Theoretical Look at Examining the Effects of Teacher Education on P-12 Programs…………………………...18 Figure 2 Flow Chart of Data Analysis Process…………………………....52

  • ix

    List of Appendices Appendix A Account of Personal Experiences with Center-Based Environments……………………………102 Appendix B Course Syllabus………………………………………...109 Appendix C Sample center-based activities…………………………118 Appendix D Module 1 Course Content………………………………124 Appendix E Module 2 Course Content………………………………126 Appendix F Module 3 Course Content………………………………128 Appendix G Module 4 Course Content………………………………130 Appendix H Data for Theme Ia: Instructor Instructional Role……….132 Appendix I Data for Theme Ib: Instructor Instructional Climate…...136 Appendix J Data for Theme IIa: Student Role in the Instructional Process…………

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