The purpose of this study was to explore the different literacy test preparation approaches both novice and veteran 3rd, 4th and 5th grade teachers of one school used in their classrooms and to examine whether and how they shared these approaches. The study also analyzed teachers' perceptions ofthe strengths and weaknesses of these practices and how they were able to bridge the generational gap between novice and veteran teachers in order to professionally collaborate with one another and create a positive school culture. Results indicate that although professional collaboration was evident, novice and veteran teachers possessed different perceptions on test preparation and utilized different practices in their classrooms. These practices were directly related to both their perceptions of accountability and years of experience within the field.]]> The purpose of this study was to explore the idea of LGBTQ inclusion in early childhood settings. This study surveyed current early childhood teachers to learn what inclusive practices they are currently employing in their classrooms, as well as their background knowledge in LGBTQ issues. LGBTQ parents who have or have had children in early childhood classrooms were interviewed on their experiences in an effort to gain real life understanding and insight into the struggles LGBTQ families face. LGBTQ parents were also questioned about their hopes and expectations for inclusive schools. Finally, the information gathered from the parent focus group and teacher surveys was used to develop a framework for an LGBTQ inclusive workshop for teachers to learn more about family diversity and how to incorporate these issues into their classrooms.
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This study aimed to explore parents' goals and own early childhood experiences in an effort to help teachers better understand and connect with parents. The study used interviews and an online questionnaire. The questions were both specific and open ended, as one of the goals was to learn about personal accounts and memorable experiences parents may have enjoyed in their earliest educational settings. Results indicate that parents do in fact place children in certain preschool settings based on their own early educational experiences, as they want them to either go through the same enjoyable occurrences or undergo better experiences. Implications suggest early childhood centers should understand parents' own experiences and goals in order to forge a deeper connection between educators and parents through a sharing of personal, early educational accounts. Such connections could result in a more comforting and enjoyable learning experience for children, since parents and teachers will be more able to work together toward the same goals.]]>