Teacher Observations on the Implementation of the Tools of the Mind Curriculum in the Classroom: Analysis of Interviews Conducted over a One-Year Period

Susan Imholz, Anthony Petrosino

College of Education, University of Texas, Austin, USA.
Independent author, West New York, NJ, USA.

DOI: 10.4236/ce.2012.32029                

Abstract

The following pilot study reports on teacher observations and reflections of implementing the Tools of the Mind curriculum in pre-k and kindergarten classrooms in an east coast urban school district in the US. The study followed five teachers over the course of a school year. Structured interviews were conducted with each teacher individually shortly after Tools of the Mind teacher training sessions took place. The analysis reports on themes that emerged in these conversations. Findings address; challenges the teachers faced in implementing the program, training issues, and the effectiveness of the program in supporting children’s intellectual and social skills.

Keywords

Curriculum; Preschool Education; Early Childhood Education; Learning; Social Development; Self-Regulation

Conflicts of Interest

The authors declare no conflicts of interest.

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