Baiyee, Martha Ndako2014-03-142014-03-141995-09-15etd-10042006-143912http://hdl.handle.net/10919/39621The purpose of this study was fourfold: to further our understanding of the effect of training on teachers' use of "bridging strategies"; to identify variables that influence teachers' use of the strategies; to explore the feasibility of using the Bridging Strategy Rating Scale (BSRS) as a feedback/evaluation tool for members of the child care and school community; to establish which strategies were least/most used. A series of two-way, 2 x 2, ANDV As, !-tests, and descriptive statistics revealed that training was partially effective in assisting teachers in their use of the "bridging strategies"; comfort with, clarity of concept, and simplicity, were identified contextual variables that influenced teachers' use of some of the strategies. T-test of control group's pretest and posttest mean score was statistically significant whereas the experimental group's was at a level that approached significance. Observing, validating, participating/conversing, managing/organizing/providing were the most used strategies and extending, problem initiating, role modeling and instructing were the least used. Interpretations and implications for early childhood teacher educators are discussed.x, 154 leavesBTDapplication/pdfenIn Copyrightearly childhood teaching strategiesearly childhood teacher trainingLD5655.V856 1996.B359Dissertationhttp://scholar.lib.vt.edu/theses/available/etd-10042006-143912/