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Grossman, Sue – Childhood Education, 2008
All good teachers try hard to treat each child fairly and kindly, with care and concern. Indeed, they are ethically obliged to do so (National Association for the Education of Young Children [NAEYC], 2005). As they are human, however, they may occasionally meet a child to whom they react negatively. It is not something to be proud of, but they…
Descriptors: Altruism, Classroom Environment, Teacher Student Relationship, Teacher Attitudes
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Bottini, Michael; Grossman, Sue – Childhood Education, 2005
Many early childhood professionals recommend the use of learning centers in classrooms for young children (Kostelnik, Soderman, & Whiren, 2004). Centers provide children with opportunities for making choices, working with others, being involved in hands-on activities, and becoming fully engaged in learning. In contrast, traditional classroom…
Descriptors: Education Courses, Young Children, Learning Centers (Classroom), Early Childhood Education
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Grossman, Sue – Childhood Education, 2004
This article discusses one first-time student teacher's experience. Her experience was not unsuccessful, but was different than she had expected. She passed the semester with an acceptable report and found a position the next fall in her chosen school district as a kindergarten teacher, and perhaps more importantly, she learned some valuable…
Descriptors: Teaching Experience, Preschool Teachers, Kindergarten, Teacher Education Programs
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Grossman, Sue; Williston, Judy – Childhood Education, 2003
Describes strategies teacher educators and supervisors can use to help early childhood teachers learn appropriate teaching practices. Methods, techniques, and strategies discussed include modeling, observing teachers in action, discussing sample scenarios, providing direct instruction, readings, writing assignments, and supervised practice.…
Descriptors: Discussion (Teaching Technique), Higher Education, Modeling (Psychology), Observational Learning
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Grossman, Sue; Williston, Judy – Childhood Education, 2002
Describes a graduate early childhood program that emphasizes a constructivist curriculum and a feminist perspective, and reviews feedback from graduates. Presents a constructivist curriculum design, moving from practice to theoretical issues to integrated theory and practice. Discusses classroom strategies of dialogue, dialectic, reflection, and…
Descriptors: Classroom Techniques, Constructivism (Learning), Early Childhood Education, Educational Philosophy
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Grossman, Sue; Williston, Judy – Childhood Education, 1999
Discusses how teacher educators can critically examine their own conceptual frameworks, teaching methods, strategies, and techniques, and how they can maintain dialog with colleagues to make more thoughtful decisions about their own teaching practices and to more effectively link course content and the learning process. (Author/KB)
Descriptors: Educational Practices, Faculty Development, Higher Education, Reflective Teaching
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Grossman, Sue – Childhood Education, 1999
Notes that educators' expectations of parents originate from various sources, including their personal backgrounds and experiences, professional literature, other educators, the media, and children. Suggests teachers may examine assumptions and biases about parents and find ways to broaden the definition of parent involvement. Presents suggestions…
Descriptors: Early Childhood Education, Family Role, Parent Participation, Parent School Relationship
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Grossman, Sue; Williston, Judy – Childhood Education, 1999
Describes the teaching strategies used in a university summer study trip to England to investigate British primary- and preprimary-education practices. Strategies include readings, meetings, questions, observations, journals, and a culminating project. Focuses on the strategy of searching for "Miss Read," the pen name of Dora Saint, an…
Descriptors: Authors, Course Descriptions, Early Childhood Education, Fiction
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Grossman, Sue; Williston, Judy – Childhood Education, 2001
Discusses ways teacher educators can help preservice early childhood teachers connect reflective inquiry to teaching practice. Shows how coursework in the early childhood education program at Eastern Michigan University encourages reflection on children, content learning, preprofessional teaching experiences, and popular opinion. Includes sample…
Descriptors: College Students, Early Childhood Education, Higher Education, Inquiry