{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/16871"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/16871","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"Supporting Novice Early Childhood Teachers' Classroom Practices Through An Online Community Of Practice","abstract":"This descriptive study examined novice early childhood teachers’ perceptions about their effectiveness in supporting young children’s social emotional development and addressing challenging behavior. The study also examined the types of social and emotional challenges novice teachers perceive to be the most salient to their success as teachers and the solutions they found most helpful. Participation in an online community of practice was examined for its value as an induction and mentoring activity for novice early childhood teachers. The results indicated that all participants had taught or were currently teaching young children with challenging behavior. Participants described using recommended practices in their classrooms to support young children’s social and emotional competence and address challenging behavior. They reported that they worked in collaborative school settings where they received support from mentors, administrators, and colleagues. Participants reported that membership in the online community of practice was of value to them and they would recommend this experience to other novice early childhood teachers. Limitations of the study and implications for research and practice are discussed.","abstract_html":"This descriptive study examined novice early childhood teachers’ perceptions about their effectiveness in supporting young children’s social emotional development and addressing challenging behavior. The study also examined the types of social and emotional challenges novice teachers perceive to be the most salient to their success as teachers and the solutions they found most helpful. Participation in an online community of practice was examined for its value as an induction and mentoring activity for novice early childhood teachers. The results indicated that all participants had taught or were currently teaching young children with challenging behavior. Participants described using recommended practices in their classrooms to support young children’s social and emotional competence and address challenging behavior. They reported that they worked in collaborative school settings where they received support from mentors, administrators, and colleagues. Participants reported that membership in the online community of practice was of value to them and they would recommend this experience to other novice early childhood teachers. Limitations of the study and implications for research and practice are discussed.","abstract_has_math":false,"creators":["Laumann, Bernadette M."],"institution":"University of Illinois at Urbana-Champaign","degree_name":"Ph.D.","degree_level":"Dissertation","degree_discipline":"Special Education","degree_department":null,"school":null,"contributors":["Ostrosky, Michaelene M.","Clift, Renée T.","McCollum, Jeanette","Renzaglia, Adelle"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2010,"date_issued":"2010-08-20T18:00:27Z","date_published":"2010-08-20T18:00:27Z","updated_at":"2026-07-22T22:25:09Z","subjects":["community of practice","novice teachers"],"languages":["en"],"rights":["Copyright 2010 Bernadette M. Laumann"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"http://hdl.handle.net/2142/16871","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Ostrosky, Michaelene M.","Clift, Renée T.","McCollum, Jeanette","Renzaglia, Adelle"]},{"key":"dc:creator","label":"Author","values":["Laumann, Bernadette M."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2010-08-20T18:00:27Z","2010-08"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Special Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ph.D."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois at Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["community of practice","novice teachers"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["en"]},{"key":"dc:rights","label":"Dc Rights","values":["Copyright 2010 Bernadette M. Laumann"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["http://hdl.handle.net/2142/16871"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["This descriptive study examined novice early childhood teachers’ perceptions about their effectiveness in supporting young children’s social emotional development and addressing challenging behavior. The study also examined the types of social and emotional challenges novice teachers perceive to be the most salient to their success as teachers and the solutions they found most helpful. Participation in an online community of practice was examined for its value as an induction and mentoring activity for novice early childhood teachers. The results indicated that all participants had taught or were currently teaching young children with challenging behavior. Participants described using recommended practices in their classrooms to support young children’s social and emotional competence and address challenging behavior. They reported that they worked in collaborative school settings where they received support from mentors, administrators, and colleagues. Participants reported that membership in the online community of practice was of value to them and they would recommend this experience to other novice early childhood teachers. Limitations of the study and implications for research and practice are discussed.","Item withdrawn by Rebecca Bryant (rabryant@illinois.edu) on 2010-07-12T18:53:35Z Item was in collections: University of Illinois Theses & Dissertations (ID: 1) No. of bitstreams: 2 Laumann_Bernadette.docx: 531433 bytes, checksum: 3049b1924b0a2c1131d176b0313dcb77 (MD5) Laumann_Bernadette.pdf: 541019 bytes, checksum: 0aec4d74ba8f01d5634e6ac73114560b (MD5)","Made available in DSpace on 2010-08-20T18:00:27Z (GMT). No. of bitstreams: 3 Laumann_Bernadette.docx: 531433 bytes, checksum: 3049b1924b0a2c1131d176b0313dcb77 (MD5) Laumann_Bernadette.pdf: 541019 bytes, checksum: 0aec4d74ba8f01d5634e6ac73114560b (MD5) license.txt: 4068 bytes, checksum: 03e77978a60a816213e95b1f4744f853 (MD5)"]},{"key":"dc:title","label":"Title","values":["Supporting Novice Early Childhood Teachers' Classroom Practices Through An Online Community Of Practice"]}]}],"canonical_facts":{"dc:contributor":["Ostrosky, Michaelene M.","Clift, Renée T.","McCollum, Jeanette","Renzaglia, Adelle"],"dc:creator":["Laumann, Bernadette M."],"dc:date":["2010-08-20T18:00:27Z","2010-08"],"dc:description":["This descriptive study examined novice early childhood teachers’ perceptions about their effectiveness in supporting young children’s social emotional development and addressing challenging behavior. The study also examined the types of social and emotional challenges novice teachers perceive to be the most salient to their success as teachers and the solutions they found most helpful. Participation in an online community of practice was examined for its value as an induction and mentoring activity for novice early childhood teachers. The results indicated that all participants had taught or were currently teaching young children with challenging behavior. Participants described using recommended practices in their classrooms to support young children’s social and emotional competence and address challenging behavior. They reported that they worked in collaborative school settings where they received support from mentors, administrators, and colleagues. Participants reported that membership in the online community of practice was of value to them and they would recommend this experience to other novice early childhood teachers. Limitations of the study and implications for research and practice are discussed.","Item withdrawn by Rebecca Bryant (rabryant@illinois.edu) on 2010-07-12T18:53:35Z Item was in collections: University of Illinois Theses & Dissertations (ID: 1) No. of bitstreams: 2 Laumann_Bernadette.docx: 531433 bytes, checksum: 3049b1924b0a2c1131d176b0313dcb77 (MD5) Laumann_Bernadette.pdf: 541019 bytes, checksum: 0aec4d74ba8f01d5634e6ac73114560b (MD5)","Made available in DSpace on 2010-08-20T18:00:27Z (GMT). No. of bitstreams: 3 Laumann_Bernadette.docx: 531433 bytes, checksum: 3049b1924b0a2c1131d176b0313dcb77 (MD5) Laumann_Bernadette.pdf: 541019 bytes, checksum: 0aec4d74ba8f01d5634e6ac73114560b (MD5) license.txt: 4068 bytes, checksum: 03e77978a60a816213e95b1f4744f853 (MD5)"],"dc:identifier":["http://hdl.handle.net/2142/16871"],"dc:language":["en"],"dc:rights":["Copyright 2010 Bernadette M. Laumann"],"dc:subject":["community of practice","novice teachers"],"dc:title":["Supporting Novice Early Childhood Teachers' Classroom Practices Through An Online Community Of Practice"],"thesis:degree_discipline":["Special Education"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Ph.D."],"thesis:institution_name":["University of Illinois at Urbana-Champaign"]},"updated_at":"2026-07-22T22:25:09Z"}