Dissertations and Theses @ UNI

Availability

Dissertation (UNI Access Only)

Keywords

Early childhood teachers--Training of--Iowa; Science--Study and teaching (Early childhood); Mathematics--Study and teaching (Early childhood);

Abstract

As one of seven facilitators hired to disseminate early science, technology, engineering, and mathematics (STEM) professional learning across the state to 300 early childhood teachers, I undertook a self-study of our process of implementing a new dissemination model. Data was collected as the group of facilitators reflected upon their experience implementing the new model. Sources of data were collected through interviews, field notes, social media posts, emails, nodal moments, reflections from word clouds, and the Stages of Concern Questionnaire open-ended responses. The constant-comparative method was the primary means of data analysis, which also included such member check techniques as having facilitators reflect on the word clouds that resulted from their interviews in addition to reviewing their own interview transcripts. Engaging a critical friend at multiple points in the data analysis process, in addition to a variety of data sources, contributed to the trustworthiness of the findings. The main categories to emerge from the data as important to preparing and facilitating professional learning were relationships, time, and reflection. Results of the study have already informed the design of a subsequent dissemination project, as well as the continuous improvement of my own teaching practice. Conclusions include implications for further research and future facilitation of similar professional learning efforts.

Year of Submission

2019

Degree Name

Doctor of Education

Department

Department of Curriculum and Instruction

First Advisor

Linda Fitzgerald, Committee Co-Chair

Second Advisor

Beth Van Meeteren, Committee Co-Chair

Date Original

2019

Object Description

1 PDF file (x, 108 pages)

Language

en

File Format

application/pdf

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