Please use this identifier to cite or link to this item: http://hdl.handle.net/10125/62367

How a Preschoool Implements and Sustains CREDE Practices.

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Title:How a Preschoool Implements and Sustains CREDE Practices.
Authors:Char, Stephanie M. S. L.
Contributors:Educational Psychology (department)
Date Issued:Aug 2017
Publisher:University of Hawaiʻi at Mānoa
Abstract:This study focused on how educators at the University of Hawai`i at Mānoa Children’s Center
implemented and sustained use of the Center for Research on Education, Diversity, and
Excellence (CREDE) Standards for Effective Pedagogy. The model focuses on the social and
cultural aspects of learning and originally was developed for older learners. Ten years prior to
the current study, educators at the preschool were involved in adapting the Standards for early
childhood education. Using qualitative interviews with teachers and observations of the
classroom settings, I wanted to understand how the educators learn about, implement, and sustain
their use of the Standards. I found that the student-centered aspect of the school, the curriculum
they use, and the community surrounding it are important components to understanding the
Children’s Center. I also found that the CREDE Standards provides the educators with labels for
what they are doing, and although the newer staff may not be familiar with those specific labels,
they still incorporate CREDE into their teaching because CREDE is so integrated into the
Children’s Center. Support from others within the Children’s Center and formal professional
developments are what allows the staff to sustain the use of the CREDE Standards in practice.
Description:M.Ed. Thesis. University of Hawaiʻi at Mānoa 2017.
URI:http://hdl.handle.net/10125/62367
Rights:All UHM dissertations and theses are protected by copyright. They may be viewed from this source for any purpose, but reproduction or distribution in any format is prohibited without written permission from the copyright owner.
Appears in Collections: M.Ed. - Educational Psychology


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