List of Tables

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