Open Access. Powered by Scholars. Published by Universities.®

Education Commons

Open Access. Powered by Scholars. Published by Universities.®

Articles 1 - 5 of 5

Full-Text Articles in Education

Kindergarten For Equity: A Policy Advocacy Statement, Amy Houlihan Dec 2017

Kindergarten For Equity: A Policy Advocacy Statement, Amy Houlihan

Dissertations

The urgency to close the achievement gap means it is our moral imperative to provide all children with the opportunities necessary to succeed as early as possible. Knowing the critical timing of a child’s brain development from birth to age five, we cannot afford to wait until a child is six or seven years old to begin developing their academic and social emotional capacity. This policy advocacy document supports a statewide mandate for children to attend kindergarten at age five throughout the state of Illinois. With little need for increased resources to accommodate the mandate, the social, moral and ethical …


An Evaluation Of Full-Day Kindergarten Programming, Amy Houlihan Dec 2017

An Evaluation Of Full-Day Kindergarten Programming, Amy Houlihan

Dissertations

The purpose of this program evaluation document is to provide a rationale and structure for implementing full-day kindergarten. The persistence of the achievement gap in the United States requires considerable and deliberate action to narrow and eliminate the gap over time. With the evolving educational landscape and the adoption of the Common Core State Standards, early education, including systematically designed and implemented full-day kindergarten are one way to afford children the opportunity to begin their education on pace to succeed. This program evaluation examines the differences between half-day kindergarten and full-day kindergarten programs including data analysis from the first year …


Ensuring Student Success In Full-Day Kindergarten: Purposeful Professional Development And Professional Learning Communities, Amy Houlihan Dec 2017

Ensuring Student Success In Full-Day Kindergarten: Purposeful Professional Development And Professional Learning Communities, Amy Houlihan

Dissertations

The change leadership model, developed by Wagner et al. (2008), was utilized to assess the context, culture, conditions and competencies of a large suburban school district during the early stages of districtwide implementation of full-day kindergarten. With overwhelming support from families, teachers and administrators, the change plan revolves around ongoing and purposeful professional development for staff building upon systematic work of Professional Learning Communities in order to provide a high quality full-day kindergarten program across twenty-three kindergarten program sites. When districts and schools focus on purposeful professional development and enhanced practice of Professional Learning Communities programs can work to provide …


Re-Reading, Re-Writing, And Re-Imagining Texts: Critical Literacy In A Kindergarten Classroom, Meredith Labadie Nov 2017

Re-Reading, Re-Writing, And Re-Imagining Texts: Critical Literacy In A Kindergarten Classroom, Meredith Labadie

Dissertations

This qualitative action research study focuses on the integration of critical literacy practices in a kindergarten classroom. Critical literacy recognizes that no texts are neutral, and that authors position their readers in particular ways. Thus critical literacy practices are those concerned with positioning readers to inquire into issues of language and power, and to disrupt, critique, and challenge texts. In this study, critical literacy was brought to life through a curriculum of rereading and revisiting texts over time. The study took place in the researcher’s kindergarten classroom, and follows students’ discussion, written responses, and dramatizations around texts read aloud in …


Maintenance And Generalization Of Preschool Teachers' Use Of Behavior Specific Praise Following In Situ Training, Zachary Charles Labrot Aug 2017

Maintenance And Generalization Of Preschool Teachers' Use Of Behavior Specific Praise Following In Situ Training, Zachary Charles Labrot

Dissertations

This study tested the efficacy of in situ training via a multiple baseline design across participants for increasing four Head Start teachers’ use of behavior specific praise (BSP) in classroom settings while evaluating concomitant changes in their classes’ behavior. Of further interest was the extent to which Head Start teachers maintained and generalized use of BSP in untrained settings. The results of this study indicate that in situ training was effective for increasing Head Start teachers’ use of BSP above baseline rates and generally maintained above a predetermined criterion (i.e., .5 BSP statements per minute). Data also indicate that Head …