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A Collaborative Approach To Address Student Behavior And Academic Achievement Across Systems, Beverly Ngozi Okereke 2016 California State University - San Bernardino

A Collaborative Approach To Address Student Behavior And Academic Achievement Across Systems, Beverly Ngozi Okereke

Electronic Theses, Projects, and Dissertations

Academic achievement and in-classroom behaviors are two significant child outcomes that affect student success in school. According to Systems Theory, in order to truly understand the factors that affect these outcomes for children, one must look to the major systems that encapsulate the child (including their school and home environments). This project is a meta-analytic review that examined the effectiveness of measures representing each system in predicting child achievement and behavior: School-Wide Positive Behavior Supports (SWPBS) for the school as a system, level of parent involvement (high versus low) for the home system, and student motivation (intrinsic versus extrinsic) for ...


Internationalizing Teacher Education: A Case Study Of A School Of Education, Florence Bromfield 2016 SIT Graduate Institute

Internationalizing Teacher Education: A Case Study Of A School Of Education, Florence Bromfield

Capstone Collection

Schools of Education across the US are some of the furthest behind in the race to internationalize departments across campuses in higher education. What does this mean for students in the K-12 classroom? The purpose of this case study is to explore the internationalization of teacher education within the context of a medium-sized state university in the South-East of the US. Working with the School of Education on this campus, qualitative interviews and surveys were administered to faculty and pre-service teachers to understand the extent of internationalization at the university, and the needs of the K-12 classroom. For this research ...


Peer Tutoring And Cooperative Groups In The Dual Language Classroom, Cristina I. Celis 2016 St. Catherine University

Peer Tutoring And Cooperative Groups In The Dual Language Classroom, Cristina I. Celis

Masters of Arts in Education Action Research Papers

How do we help children practice and retain the second language in a Dual Language program? We must find effective and fun ways, like Peer Tutoring and Cooperative Groups. This research was conducted with a group of 21 six and seven year olds in a Dual Language Immersion classroom in a Title 1 school. There was a mixture of boys and girls, Latinos, African-Americans and Caucasians. Data collection was done through surveys, observations, artifacts and narratives. The data showed that while these strategies did increase vocabulary, they did not inspire the children to speak more Spanish. They still reverted back ...


Pathways To Kindergarten Readiness., Ashley T. Forrest, Stephanie Nutter, Deborah Rivera 2016 University of Louisville

Pathways To Kindergarten Readiness., Ashley T. Forrest, Stephanie Nutter, Deborah Rivera

College of Education & Human Development Capstone Projects

The purpose of this capstone was to explore pathways for increased kindergarten readiness by examining the relationship between kindergarten readiness as measured by the Brigance Kindergarten Screener (BKS) domains of cognitive/general knowledge and language/communication and each of the following variables: school funding, school location, school classification, teacher credentials, teacher years of experiences, music inclusion, and time allotted to music instruction. Participants included 174 preschool students from 17 classrooms in an urban school district. This capstone used preexisting data from the school district including demographic variables of race, socioeconomic status (SES), prior setting, attendance, and the school-level variable of ...


The Relationship Between Teachers’ Beliefs And Observed Practices: The Voices Of Two Head Start Teachers, Stephani Michelle Phelps 2016 University of Tennessee, Knoxville

The Relationship Between Teachers’ Beliefs And Observed Practices: The Voices Of Two Head Start Teachers, Stephani Michelle Phelps

Masters Theses

This study examined Head Start teachers’ interactions with children in relation to teachers’ beliefs about decision making and roles in various classroom activities. The purposes of this study were to (a) document preschool teachers’ verbal interactions with children and (b) explore the relationship between teachers’ beliefs and their classroom practices. Participants were from two Head Start classrooms in East Tennessee, which included two teachers and 40 children ranging in age from 3-5 years. Approximately two hours of focal child observations were completed for each child over the course of 7 months. Observations captured teachers’ interactions with focal children. Two semistructured ...


Is Cultural Responsiveness Part Of Effective Teaching?: Preservice Teacher Perspectives, Yasar Bodur 2016 Georgia Southern University

Is Cultural Responsiveness Part Of Effective Teaching?: Preservice Teacher Perspectives, Yasar Bodur

Georgia Educational Researcher

The purpose of this study was to investigate the extent to which preservice elementary teachers integrated culturally responsive pedagogy into their perspectives on effective teaching and being an effective teacher and if these perspectives changed over time. Data were collected from 53 preservice teachers in the form of a perspective paper written in two consecutive semesters at the end of field experience courses. Data were analyzed both quantitatively and qualitatively. Findings indicated that preservice teacher integrated issues of cultural and linguistic diversity into their perspectives minimally. Linguistic diversity was more integrated than cultural diversity. Their perspectives included less integration of ...


Teacher Child Interaction Therapy: An Ecological Approach To Intervening With Young Children Who Display Disruptive Behaviors, Sara Marie Hinojosa 2016 University of South Florida

Teacher Child Interaction Therapy: An Ecological Approach To Intervening With Young Children Who Display Disruptive Behaviors, Sara Marie Hinojosa

Graduate Theses and Dissertations

A model of Teacher Child Interaction Therapy (TCIT) was implemented in two kindergarten classrooms of students (n = 2) who successfully completed Parent Child Interaction Therapy, but continued to demonstrate disruptive behaviors in the classroom. The current study first indicated that TCIT was implemented with integrity by both the therapists and teacher participants. Next, the effects of this intervention on the teacher’s skills, students’ disruptive behaviors, teacher’s stress, and teacher-child relationships were investigated. The treatment acceptability was also examined. Both visual and statistical analyses found a treatment effect in both cases was seen for both teachers’ increased use of ...


National Principals' Survey On Early Childhood Instructional Leadership, Michael B. Abel, Teri N. Talan, Kelly D. Pollitt, Laura Bornfreund 2016 National Louis University

National Principals' Survey On Early Childhood Instructional Leadership, Michael B. Abel, Teri N. Talan, Kelly D. Pollitt, Laura Bornfreund

McCormick Center for Early Childhood Leadership Publications

The National Association of Elementary School Principals (NAESP), the McCormick Center for Early Childhood Leadership at National Louis University, and New America partnered to study early childhood instructional leadership in schools. The National Principals’ Survey on Early Childhood Instructional Leadership was conducted in 2016 with the NAESP membership. This environmental scan collected basic descriptive data about the roles within schools and districts that contribute to instructional leadership and teacher supervision in preK classrooms. The survey was designed to examine the distribution of leadership functions; the influence of elementary principals on supporting children transitioning to kindergarten; classroom activities in preK and ...


Final Report 2015 National Summit: Early Childhood Special Education Inclusion, Diana J. LaRocco, Erin E. Barton 2016 Goodwin College

Final Report 2015 National Summit: Early Childhood Special Education Inclusion, Diana J. Larocco, Erin E. Barton

Faculty Publications

On October 7, 2015, 28 individuals representing 20 different U.S. states participated in a national, early childhood special education inclusion summit held in Atlanta, GA at DEC’s 31st Annual International Conference on Young Children with Disabilities and Their Families. Summit participants included researchers, faculty members, administrators, teachers, related services personnel, and families of children with special needs who have demonstrated leadership related to advancing preschool inclusion on the local, state, or national levels. The participants represented public and private programs and services. The summit format was a facilitated, focus group discussion in which participants shared their perceptions of ...


Using The Pragmatics Of Child Development In Teacher Education To Support Cultural Competence And Learning In Diverse U.S. Urban Classrooms, Nancy M. Cardwell Ph.D. 2016 The City College of New York

Using The Pragmatics Of Child Development In Teacher Education To Support Cultural Competence And Learning In Diverse U.S. Urban Classrooms, Nancy M. Cardwell Ph.D.

Nancy M Cardwell

In this article, I explore the vignette interpretations of two early childhood teachers who are white and work with children of color from low-income families. Their interpretations reveal a silence of culture, race and language and the presence of culturally responsive teaching approaches, demonstrating their growing cultural competence (Hammond, 2015; Gay, 2010). This suggests the need for teacher preparation programs to provide a more robust and integrated approach to support teacher candidates’ capacity to work effectively across all identity boundaries in culturally-inclusive learning environments with a dynamic use of the pragmatics of child development to support culturally responsive teaching ...


Developing Cultural Competence To Enact A Culturally Inclusive, Learner-Centered Practice To Promote Learning And Justice In Diverse U.S. Urban Schools, Nancy M. Cardwell Ph.D. 2016 The City College of New York

Developing Cultural Competence To Enact A Culturally Inclusive, Learner-Centered Practice To Promote Learning And Justice In Diverse U.S. Urban Schools, Nancy M. Cardwell Ph.D.

Nancy M. Cardwell, Ph.D.

Children in diverse urban schools are struggling socially and academically due to a range of unmet social, emotional and academic needs (Greene, 2014). In a small qualitative research study, participants’ interpretations of a vignette showed some evidence of using child development but were silent about possible racial, cultural and linguistic dimensions of the interaction. This suggests the need for teacher preparation programs to consistently, explicitly and rigorously attend to the interaction of identity and learning for children in US urban schools to supportteacher candidates’ abilityto develop culturally inclusive, learner-centered, identity-safe classroom practices (Steele & Cohn-Vargas, 2013). 


Making Room For Play: Preschool Center Choices, Hailey S. Morelos 2016 Rowan University

Making Room For Play: Preschool Center Choices, Hailey S. Morelos

Theses and Dissertations

The purpose of the study was to examine the learning center choices of preschool students who received special education services and preschool students who did not receive special education services in order to identify the preference of teacher-led vs. student-led learning centers. Both children who receive special education services and children who do not receive services displayed a wide range of choosing student led and teacher led centers. It is hypothesized that there will be a difference between the student led center vs. teacher led center between children who receive special education services and children who do not. The study ...


A Descriptive Case Study Examining The Perceptions Of Haitian American Parents And The Perceptions Of Their Children’S Teachers On The Parents’ Involvement In A Structured Parent Intervention Program, Kristina M. Taylor 2016 Florida International University

A Descriptive Case Study Examining The Perceptions Of Haitian American Parents And The Perceptions Of Their Children’S Teachers On The Parents’ Involvement In A Structured Parent Intervention Program, Kristina M. Taylor

FIU Electronic Theses and Dissertations

Parental involvement is legally mandated requirement in schools across the United States, and prevalent in special education legislation. However, methods for increasing and promoting parent involvement of minority subgroups in low socioeconomic areas are scarce. The purpose of this study was to develop, implement, and describe Haitian parents’ perceptions of their involvement in a structured parent intervention program and to describe the perceptions of their children’s teachers concerning the parents’ involvement in the program.

In this study, the researcher used a descriptive qualitative case study methodology. All participants in the 5-month program implementation were interviewed at three points throughout ...


Early Childhood Teacher Candidates’ Perception Of Their Support And Readiness For A Teacher Performance Assessment, Carmen Sherry Brown 2016 Hunter College, CUNY

Early Childhood Teacher Candidates’ Perception Of Their Support And Readiness For A Teacher Performance Assessment, Carmen Sherry Brown

Journal of Inquiry and Action in Education

Comprehensive early childhood teacher preparation programs offer courses and curricula that are aligned with current research on best practices and related to the knowledge and skills that early childhood teacher candidates are expected to demonstrate on certification exams and teacher performance assessments. To support the alignment of early childhood coursework in a teacher preparation program with a teacher performance assessment (edTPA), the purpose of this study was to examine the degree to which teacher candidates felt their early childhood coursework prepared them for the edTPA. The findings from this study suggest that early childhood teachers’ perception of their readiness for ...


Victorian Teacher Supply And Demand Report 2012 And 2013, Paul R. Weldon, Chandra Shah, Glenn Rowley 2016 Australian Council for Educational Research (ACER)

Victorian Teacher Supply And Demand Report 2012 And 2013, Paul R. Weldon, Chandra Shah, Glenn Rowley

Dr Glenn Rowley

This report provides forecasts of the supply and demand for teachers in Victoria from 2014 to 2020. The teaching workforce includes all teachers from K to 12. This is the tenth in the series of such reports, the first of which was released in 2001. Unlike previous reports, this one includes a section on Early Childhood and has more extensive analysis of the future demand for teachers in the state.


Victorian Teacher Supply And Demand Report 2012 And 2013, Paul R. Weldon, Chandra Shah, Glenn Rowley 2016 Australian Council for Educational Research (ACER)

Victorian Teacher Supply And Demand Report 2012 And 2013, Paul R. Weldon, Chandra Shah, Glenn Rowley

Dr Paul Weldon

This report provides forecasts of the supply and demand for teachers in Victoria from 2014 to 2020. The teaching workforce includes all teachers from K to 12. This is the tenth in the series of such reports, the first of which was released in 2001. Unlike previous reports, this one includes a section on Early Childhood and has more extensive analysis of the future demand for teachers in the state.


Victorian Teacher Supply And Demand Report 2012 And 2013, Paul R. Weldon, Chandra Shah, Glenn Rowley 2016 Australian Council for Educational Research (ACER)

Victorian Teacher Supply And Demand Report 2012 And 2013, Paul R. Weldon, Chandra Shah, Glenn Rowley

Teaching and Learning and Leadership

This report provides forecasts of the supply and demand for teachers in Victoria from 2014 to 2020. The teaching workforce includes all teachers from K to 12. This is the tenth in the series of such reports, the first of which was released in 2001. Unlike previous reports, this one includes a section on Early Childhood and has more extensive analysis of the future demand for teachers in the state.


Reframing Lesson Plans: The Foundation For Improving Instruction, Carletta M. Noland 2016 National Louis University

Reframing Lesson Plans: The Foundation For Improving Instruction, Carletta M. Noland

Dissertations

This dissertation is a policy advocacy document that boldly states that it is our moral imperative to change the current educational landscape for the students attending Milwaukee Public Schools. In advocating for such a change, it is strongly suggested that the way to accomplish this challenging task is to mandate a stronger instructional foundation by leveraging the power of thoughtful lesson planning and design. Through its own merit, public and professional opinions and research findings, a viable argument is crafted to eliminate the current policy that marginalizes the planning process by suggesting through its current language, that the planning process ...


“Mommy, Is Being Brown Bad?” : Critical Race Parenting In A Post-Race Era, Cheryl E. Matias Ph.D. 2016 University of Colorado Denver

“Mommy, Is Being Brown Bad?” : Critical Race Parenting In A Post-Race Era, Cheryl E. Matias Ph.D.

Race and Pedagogy Journal: Teaching and Learning for Justice

This article looks at the counter-pedagogical processes that may disrupt how children learn about race by positing a pedagogical process called Critical Race Parenting. By drawing upon counterstories of parenting I posit how Critical Race Parenting (CRP) becomes an educational praxis that can engage both parent and child in a mutual process of teaching and learning about race, especially ones that debunk dominant messages about race. And, in doing so, both parents and children have a deeper commitment to racial realism that does not allow for colorblind rhetoric to reign supreme.


The Importance Of The Implementation And Learning Of Spanish Language Arts, Adrializ Serrano 2016 State University of New York College at Brockport

The Importance Of The Implementation And Learning Of Spanish Language Arts, Adrializ Serrano

Education and Human Development Master's Theses

In the United States, there are “roughly about 54 million” people who are Hispanic or of Hispanic heritage (Hispanic or Latino Populations, 2015). Of this population, there are a substantial number of children who are enrolled in schools across the country. As these students become enrolled in school, the need to accommodate for their linguistic and academic needs is greater. The purpose of Dual Language bilingual programs is to develop students' native language, while developing their second language through language arts and content instruction in both languages. The students who part take in an effective Dual Language program are privileged ...


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