Beliefs of Infant and Toddler Teachers in a Progressive Childcare Center: The Impact of Education and Experience
type: CreativeWork
description: This study examined the beliefs of 11 infant/toddler teachers employed at the Child and Family Research Center on the University of Nevada, Reno campus. Specifically, this study explored possible relationships between teachers' progressive beliefs and their formal work experience and education. Current research was paired with Sociocultural Theory to frame the research questions regarding the influence experience and education may have on teachers' progressive beliefs. No significant correlations were found, although a relationship was established between the number of college credits a teacher had received in Early Childhood Education programs outside of the University of Nevada Reno and the degree to which their beliefs were progressive.
abstract: This study examined the beliefs of 11 infant/toddler teachers employed at the Child and Family Research Center on the University of Nevada, Reno campus. Specifically, this study explored possible relationships between teachers' progressive beliefs and their formal work experience and education. Current research was paired with Sociocultural Theory to frame the research questions regarding the influence experience and education may have on teachers' progressive beliefs. No significant correlations were found, although a relationship was established between the number of college credits a teacher had received in Early Childhood Education programs outside of the University of Nevada Reno and the degree to which their beliefs were progressive.
author: Hammond, Michelle
keywords: Progressive Beliefs, Progressive education, Teacher Beliefs
date published: 2009
date modified: 2026-07-27T21:48:09Z
provider: University of Nevada - Reno
publisher: Networked Digital Library of Theses and Dissertations
type: WebPage
source organization: University of Nevada - Reno

PropertyValue
property ID: Handle
value: http://hdl.handle.net/11714/4147