Amber Beisly

Dados Biográficos

ID6739318
NOMEAmber Beisly
PRENOMESAmber
SOBRENOMEBeisly
ASSINATURABEISLY A
AFILIAÇÕESUniversity of Oklahoma
ORCID0000-0003-0160-3543
VERIFICADOSim
TOTAL DE OBRAS11
TOTAL DE CITAÇÕES1
TOTAL COMO AUTOR11
TOTAL COMO EDITOR0
PRIMEIRO ANO DE PUBLICAÇÃO2020
ANO MAIS RECENTE DE PUBLICAÇÃO2026
ÍNDICE H1

  • Connected Care

    Open AccessCourtney Beers Dewhirst, Sarah E Connelly et al.ARTICLEEarly Childhood Education Journal2026

  • The Subsidy Squeeze

    Open AccessDan Wang, Amber Beisly et al.ARTICLEEarly Childhood Education Journal2026

  • From Picturebook to Code

    Open AccessAmber Beisly, Darshani Abeyrathna Herath MudiyanselagARTICLEEarly Childhood Education Journal2026

  • A Guy With Messed Up Hair and a Lab Coat

    Open AccessAmber BeislyARTICLESchool Science and Mathematics2026

    The COVID‐19 pandemic highlighted the importance of science in addressing significant social and health challenges, while also revealing widespread misconceptions about the nature of science (NOS) and its underlying principles. Recent conceptualizations describe NOS as grounded in observations of the natural world, evolving, creative, and subjective, which is different from the experience of many adults who were taught that science was objective …

  • Examining Children’s Engagement in Science in the Preschool Classroom

    Amber Beisly, Anne Moffitt et al.ARTICLEEarly Education and Development2026

    This study examined preschool children’s science experiences using the Child Observation in Preschools (COP) measure across 60 Head Start classrooms with 307 children. Research Findings: Science instruction was infrequent, occurring in less than 20% of observed periods and significantly less than English Language Arts or mathematics activities. When science occurred, it predominantly happened during whole-group instruction. Children showed medium…

  • Teachers Can Use It with Their Littles

    Open AccessAmber Beisly, Darshani Abeyrathna Herath MudiyanselagARTICLEEducation Sciences2025

    This study explores preservice teachers’ (PSTs’) attitudes toward technology through case studies conducted in a technology-focused course. Nine PSTs completed four case studies addressing screen time guidelines, virtual reality, the digital divide, and ChatGPT-4. Using the SAMR (Substitution, Augmentation, Modification, Redefinition) model as a coding framework, researchers analyzed 36 written reflections. PSTs often viewed technology as a subst…

  • Playing with the experiments and learning new things

    Amber Beisly, Elnaz GhorbaniARTICLEInternational Journal of Science…2025

    Teacher identity is dynamic and continuously evolving, particularly as preservice teachers (PSTs) reconcile past experiences with the expectations of their future roles. For early childhood PSTs, the formation of science teacher identity presents unique challenges, as they must integrate child-centred pedagogies with the demands of teaching science, often in the context of being reading teachers, math teachers, and social studies teachers. While …

  • Parent psychological well-being, home learning environment, and child development among Kenyan families

    Open AccessYe Rang Park, Madeline Duhon et al.ARTICLEJournal of Applied Developmental…2025Referências: 73

  • Parental Expectation, Attitudes, and Home Numeracy Environment in Korea and in the U.S

    Open AccessKyong-Ah Kwon, Haesung Im et al.ARTICLEEducation Sciences2024

    This present study examined relations among parental math attitudes, expectations, and practice, and preschool children’s math achievement (i.e., parental math practice as a mediator) that may differ between Korean and U.S. samples. We examined measurement invariance to minimize the bias and inaccurate estimates in scores in two samples, which is a common barrier in cross-cultural studies. The Korean sample comprised 232 children (mean age = 54.5…

  • Preservice Teachers’ TPACK Growth After Technology Integration Courses in Early Childhood Education

    Boo Young Lim, Vickie E Lake et al.ARTICLEEarly Education and Development2024

    Research Findings: This mixed-methods study utilized the Technological Pedagogical Content Knowledge (TPACK) framework to examine surveys, reflections, focus groups, and lesson plans from 22 pre-service teachers (PSTs) participating in two technology-rich courses. Following the completion of these courses, the results indicated a notable improvement in PSTs’ attitude towards educational technology and technology pedagogy. The pre-post paired t-te…

  • Knowledge of child development

    Open AccessAmber Beisly, Vickie E LakeARTICLEJournal of Early Childhood Research2020Citada por: 1Referências: 5

    Historically, in the USA context child development content knowledge has been one of the main emphases of early childhood teacher education programs, as it is theorized that teachers need strong content knowledge if they are to teach well. Teachers gain knowledge as they move through the degree ladder, from Child Development Associate to Associates to Bachelor’s. The purpose of this study was to examine whether knowledge of child development incr…