The Development of Team Relationships in Teacher and Early Childhood Educator (ECE) Integrated Staff Teaching Teams in Full-day, Every Day Kindergarten

The Development of Team Relationships in Teacher and Early Childhood Educator (ECE) Integrated Staff Teaching Teams in Full-day, Every Day Kindergarten

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This collective case study examined the factors affecting the collaborative relationship between teachers and early childhood educators (ECEs) teaching together in elementary schools as Early Learning Teams in the first year of implementation of full-time kindergarten in Ontario. There are six major...

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Bibliographic Details
Main Author: Tozer, Catharine Clark
Other Authors: McDougall, Douglas Emerson
Language:en_ca
Published: 2012
Subjects:
collaborative practice
full day kindergarten
all-day kindergarten
every day kindergarten
pre-K
team teaching
early childhood educator
ECEs in schools
early learning program
teaching team building
instructional aides
kindergarten
early learning teams
teacher structure
education policy
0518
Online Access:http://hdl.handle.net/1807/34945

Internet

http://hdl.handle.net/1807/34945

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