Lori A Caudle
Biographic Data
| ID | 6207952 |
|---|---|
| NAME | Lori A Caudle |
| GIVEN NAMES | Lori A |
| FAMILY NAME | Caudle |
| SIGNATURE | CAUDLE L A |
| AFFILIATIONS | University of Tennessee at Knoxville |
| ORCID | 0000-0002-3735-5994 |
| VERIFIED | Yes |
| TOTAL WORKS | 6 |
| TOTAL CITATIONS | 2 |
| AUTHOR COUNT | 6 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2021 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 1 |
Partnerships as Professional Learning
Theory and practice related to computing education with racially/ethnically and linguistically diverse groups of preschoolers remain in nascent stages. Accordingly, early childhood educators both require substantial support when integrating culturally responsive computing into curriculum and instruction and offer valuable perspectives on emerging practices. The purpose of this research study is to explore how educator voice-directed efforts suppo…
Preschool teachers’ pedagogical documentation
Exploring preschool teachers’ pedagogical documentation practices in early computer science education, we analyzed 131 artifacts generated by four teachers. Documentation included predominantly photographs capturing interactions and work samples, with fewer video clips and reflective notes. Two teachers emphasized documenting interactions/processes over work samples/products. Most documentation occurred during small group lessons, showcasing vari…
Early childhood educators’ perceptions of science education
Limited research exists about early childhood educators’ perceptions of science education and what factors influence them. This study examined relationships between educators’ attitudes and beliefs towards science education, contextual factors (i.e. school setting and country), and professional development in the U.S. and Spain. The Preschool Teachers’ Attitudes and Beliefs Towards Science Teaching Survey (P-TABS) was used to gather perspectives …
Any Other Thoughts?”
Research practice partnerships (RPPs) that include parents and teachers as cocreators of educational programs provide opportunities to build equitable partnerships yet require university partners to intentionally develop spaces for coconstruction and synergistic interactions. RPPs built within a third space can foster engagement of all partners in the coconstruction of knowledge and practices while assuming roles and navigating partnership work t…
Centering teacher and parent voice to realize culturally relevant computational thinking in early childhood
The specific mechanisms by which teachers and parents can provide culturally relevant opportunities for computational thinking for racially/ethnically and linguistically diverse groups of preschoolers remain unknown. Accordingly, the purpose of this research is to examine how PreK parent and teacher voice directed efforts to realize a culturally relevant computing program. We drew data sources from a subsample of design-based research meetings in…
An examination of the relationships between adverse childhood experiences, personality traits, and job-related burnout in early childhood educators
Centering teacher and parent voice to realize culturally relevant computational thinking in early childhood
The specific mechanisms by which teachers and parents can provide culturally relevant opportunities for computational thinking for racially/ethnically and linguistically diverse groups of preschoolers remain unknown. Accordingly, the purpose of this research is to examine how PreK parent and teacher voice directed efforts to realize a culturally relevant computing program. We drew data sources from a subsample of design-based research meetings in…
An examination of the relationships between adverse childhood experiences, personality traits, and job-related burnout in early childhood educators
An examination of the relationships between adverse childhood experiences, personality traits, and job-related burnout in early childhood educators
Centering teacher and parent voice to realize culturally relevant computational thinking in early childhood
The specific mechanisms by which teachers and parents can provide culturally relevant opportunities for computational thinking for racially/ethnically and linguistically diverse groups of preschoolers remain unknown. Accordingly, the purpose of this research is to examine how PreK parent and teacher voice directed efforts to realize a culturally relevant computing program. We drew data sources from a subsample of design-based research meetings in…
Any Other Thoughts?”
Research practice partnerships (RPPs) that include parents and teachers as cocreators of educational programs provide opportunities to build equitable partnerships yet require university partners to intentionally develop spaces for coconstruction and synergistic interactions. RPPs built within a third space can foster engagement of all partners in the coconstruction of knowledge and practices while assuming roles and navigating partnership work t…
Partnerships as Professional Learning
Theory and practice related to computing education with racially/ethnically and linguistically diverse groups of preschoolers remain in nascent stages. Accordingly, early childhood educators both require substantial support when integrating culturally responsive computing into curriculum and instruction and offer valuable perspectives on emerging practices. The purpose of this research study is to explore how educator voice-directed efforts suppo…
Preschool teachers’ pedagogical documentation
Exploring preschool teachers’ pedagogical documentation practices in early computer science education, we analyzed 131 artifacts generated by four teachers. Documentation included predominantly photographs capturing interactions and work samples, with fewer video clips and reflective notes. Two teachers emphasized documenting interactions/processes over work samples/products. Most documentation occurred during small group lessons, showcasing vari…
Early childhood educators’ perceptions of science education
Limited research exists about early childhood educators’ perceptions of science education and what factors influence them. This study examined relationships between educators’ attitudes and beliefs towards science education, contextual factors (i.e. school setting and country), and professional development in the U.S. and Spain. The Preschool Teachers’ Attitudes and Beliefs Towards Science Teaching Survey (P-TABS) was used to gather perspectives …
Psychology (6 works) · Early childhood education (5 works) · Mathematics education (5 works) · Pedagogy (5 works) · Sociology (4 works) · Computer Science (3 works) · Developmental psychology (3 works) · Early childhood (3 works) · Collaborative Teaching and Inclusion (2 works) · Early Childhood Education and Development (2 works)