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Journal of Early Childhood Teacher Education is a peer-reviewed journal published by Taylor & Francis, covering Early Childhood Education and Development, Teacher Education and Leadership Studies, Parental Involvement in Education.
| Publisher | Taylor & Francis |
|---|---|
| Reference style | Author–year (Chicago, T&F) Author–year — (Smith, 2023) in the text Smith, Ada, Ben Jones, and Cara Lee. 2023. "A Representative Article Title." Journal of Early Childhood Teacher Education 12 (3): 45–58.
Formats any DOI in Journal of Early Childhood Teacher Education style. No sign-up. |
| Publishes research in | Early Childhood Education and Development Teacher Education and Leadership Studies Parental Involvement in Education Collaborative Teaching and Inclusion Education and Technology Integration |
| ISSN | 1090-1027 |
| Citation impact (2-yr) | 0.76 |
| h-index | 42 |
| i10-index | 346 |
| Total citations | 10,969 |
| Top institutions publishing here | University of North Carolina at Greensboro |
| Journal website | www.tandfonline.com |
| You get | A submission-ready PDF and the editable LaTeX source — ready to submit. |
Citations each year’s papers have accumulated so far — the most recent years are still building up.
Early childhood teachers may express positive views about inclusive practices but are the practices implemented in their classrooms? This study examined preservice and inservice teachers’ attitudes toward inclusive practices as reflected in the teachers’ behaviors. This qualitative study utilized open-ended initial interviews, observations with follow-up interviews, and observer field notes that were analyzed using content…
This qualitative case study explored how early childhood teachers’ beliefs and practices influence the function of preschool outdoor play. Teachers believed that supervision was paramount. They perceived that the physical design of the outdoor environment posed limitations for planning, preparation, and implementation. Teachers’ recollections of their own childhood outdoor activities provided a shared value of…
Limited research exists on what preservice teachers know and believe about children with Autism Spectrum Disorders (ASD) and their inclusion in general education classrooms, especially in early childhood education. In this preliminary study, knowledge and attitudes of 15 early childhood preservice teachers at a large southeastern university were surveyed using a modified version of the…
"Journal of Early Childhood Teacher Education." Journal of Early Childhood Teacher Education, 29(1), pp. 91–92
This was a correlational study conducted with a population of prekindergarten educators from a large, metropolitan school district. The purpose was to examine if there were relationships between and among early childhood teachers’ sense of self-efficacy, their beliefs about the importance of mathematics, and their mathematics instructional practices. Examining teachers’ efficacy and beliefs can inform…
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