PART 1
CHAPTER 1
Table 1.1: NAEYC Core Standards (2009)
Table 1.2: Summary of challenges that existed during Practicum
Table 1.3: Summary of the challenge implications for teacher candidates
Table 1.4: The ELC Action Research Model
Table 1.5: Weekly calendar for team activity over one semester
Table 1.6: The strategy assessment checklist
PART II
CHAPTER 2
Table 2.1: The checklist of teaching challenges in socio-dramatic plays
Table 2.2: Video analysis checklist
Table 2.3: The strategy’s impact on children’s learning during socio-dramatic play
Table 2.4: Educators’ involvement in socio-dramatic play
CHAPTER 3
Table 3.1: Frequency of Head Start Outcomes Framework for Science
Table 3.2: The impact of explorer kits on children’s science learning
Table 3.3: Observed frequencies for Head Start Children’s Outcomes for Science
CHAPTER 4
Table 4.1: A baseline assessment for the teaching challenge
Table 4.2: Checklist used to analyze videos and assess the impact of the strategy
Table 4.3: The frequency of Sam’s visits to the fitness center
Table 4.4: Video analysis to show impact of fitness center on Sam’s behavior
CHAPTER 5
Table 5.1: Baseline analysis of the teaching challenge
Table 5.2: Assessment grid analyzes the impact of the strategy on children’s interest
Table 5.3: Video analysis shows the impact of using shells on the sensory table
Table 5.4: Video analysis shows the impact of children choosing new materials
CHAPTER 6
Table 6.1: Baseline assessment of the teaching challenge
Table 6.2: The guidance plan
Table 6.3: Checklist used to analyze impact of the guidance plan strategy
Table 6.4: Video analysis of the impact of the feelings chart on children’s behavior
CHAPTER 7
Table 7.1: Baseline assessment of the teaching challenge
Table 7.2: Impact of active games on teaching
Table 7.3: Impact of using finger rhymes and games
Table 7.4: Impact of differentiated activities on attentiveness and inclusion
PART III
CHAPTER 8
Table 8.1: Rankings concerning the development of professional attitudes
Table 8.2: Participants’ rankings for the development of professional relationships
Table 8.3: Participants’ ratings for using child development
Table 8.4: Participants’ ratings concerning the recording of observations
Table 8.5: Participants’ ratings concerning the application of content knowledge
Table 8.6: Participants’ responses concerning the use of learning standards
Table 8.7: Ratings for inquiry skills
Table 8.8: Participants’ responses concerning the use of literature in the ELC
Table 8.9: Participants’ responses to data recording and data analysis in the ELC
