In this study, the researchers aimed to design, plan and implement a Science, Technology, Engineering and Math (STEM) model to support Pre-K children's skills and knowledge in STEM as well as to improve Pre-K teachers' attitudes and professional skills to plan and integrate STEM concepts in their daily classroom activities. Four classrooms from a Head Start programme in an Eastern North Carolina County participated in the study. A quasi-experimental, pre-post-intervention design was adopted to implement the steps of the project. Data were collected through multiple, convergent methods in which the research team utilized both quantitative and qualitative measures to document the participants' progress and gains. The research outcomes proved that children attending preschool can attain higher levels of understanding in STEM when they are specifically supported through well-planned, stimulating and developmentally appropriate activities. ARTICLE HISTORYOver the past decade, there has been a growing concern among industry groups and education organizations regarding the future of Science, Technology, Engineering and Math (STEM)-related professions in light of declining student interest in those professions at college entry. A series of national and local community initiatives has been organized to address the need for STEM education and to communicate STEM priorities and activities across constituencies. Initiatives such as the 2010 STEM summit aim to raise awareness among public educators of the need to awaken children's interest in STEM content, and eventually to create a streamlined link between K-12 education and STEMrelated fields. However, 'P' for preschool has barely been included in K-12 efforts to extend STEM integration in early childhood education (ECE).There could be a number of explanations why 'P' for preschool is often excluded from those efforts. These may include but are not limited to (a) inadequate quality early childhood programmes; (b) teachers' lack of professional preparedness; (c) teachers' continuing professional growth affected by the increased focus on math and literacy in the recently adopted common core standards for K-12 and (d) students' voluntary attendance in preschool programmes as opposed to their mandated attendance in elementary education. Clearly, not all children of preschool age are exposed to experiences that prepare them in STEM-related concepts. Another significant factor is the type of early childhood care and education young children receive (e.g. profit, non-profit, federally funded, state funded, etc.). Because early care and education options vary and the decision heavily depends on each individual family's choice, the quality and variety of the experiences to which children are exposed could be quite unpredictable (Nores & Barnett, 2014). Many factors, including teacher-child ratio, curriculum practices and design of the learning environment, contribute to the quality of experiences children will receive in their early childhood programmes. In addition to the programme...

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The purpose of this study was to discover the transformation preschool teacher candidates go through in their perceptions about teacher and teaching during their teacher education program. The participants of the study were 35 senior students enrolled in the preschool teacher education program at a university located in the Eastern Anatolian Region of Turkey. A qualitative survey instrument was conducted to examine the preservice teachers' perceptions. The data collected from the survey were analyzed by adopting a constant comparative coding method. The study revealed a change in the participants' perceptions about preschool education before and after they enrolled in the program. The hardest parts of teaching in preschool were the need of high level of energy, patience, and skills to manage the classroom while the most pleasurable sides were having fun, play opportunities, and the positive impact teachers make on children. The qualities of an ideal preschool program listed by the participants involved curriculum, physical environment, and social-emotional atmosphere while the themes regarding the ideal preschool teacher were revolved around the personal qualities, professional attitude, and professional knowledge and skills. Hence, the findings of this qualitative study can only be generalized in the context the study was conducted; however, the study could have important implications for preschool teacher education in Turkey and in other countries, and help the international readers perceive preschool teacher education from a different perspective.

Mentoring is an effective way to orient new employees to an organization’s work climate. Many colleges operating in multiple locations and providing programs for working adults through evening classes rely on the expertise of adjunct faculty to provide instructional methods. The research literature about mentoring in a higher education context mainly focuses on mentoring full time faculty members. Therefore, this case study is believed to address the gap as it focuses on understanding the mentoring of adjunct faculty. The researchers of the present study believe that utilizing videoconferencing as a tool to mentor new adjunct faculty could be beneficial in the context of any college serving in multiple sites.  The purpose of the study is to (a) to determine if videoconferencing is an effective tool in mentoring adjunct faculty, and (b) to determine if videoconferencing mediated mentoring (VMM) is effective for full time faculty in disseminating the strategies and skills to qualified adjunct faculty. VMM implemented in the study includes essential segments – pre-course professional development section, interim course hands-on training and support section, and the post course section to evaluate findings. Data analysis through mentor and mentee logs and surveys proved that VMM is a valuable medium to utilize for training purposes. This type of technology provides a platform for the full time faculty member to build a professional relationship and share the standard of excellence for a given field of study to new adjunct faculty member.

The purpose of this study was to determine if non-traditional early childhood college students in 2 satellite locations that were assigned to the same course could benefit from the instruction provided by 2 sites' faculty who are co-teaching during a televised instruction. Data analysis through student and instructor surveys and instructors' weekly logs revealed the following: 1) students from different locations of the college were able to connect with other non-traditional students who were in the same position in their college via videoconferencing technology; 2) instructors participating and instructing the same course in different sites had a chance to connect with a colleague in another site, share different pedagogical approaches to teaching non-traditional college students, and form collegiality; and 3) problems (e.g., inadequate audio and relay of pictures, slow network speed) in videoconferencing equipment and connections made communicating through videoconferencing technology very hard for the participants and the confidence level to be instructed through videoconferencing technology remained low among students. Implications to improve the dissemination of this type of technology among university remote locations have been discussed.