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Full-Text Articles in Education

Exploring Young Children’S Digital Composing Practices, Megan D. Cross Nov 2018

Exploring Young Children’S Digital Composing Practices, Megan D. Cross

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This study explored the many layers involved in young children’s meaning-making as they digitally compose. Utilizing a multimodal, social semiotics theoretical framework to analyze children’s digital compositions using a composing app, this study was designed around one research question: What is the nature of three and four-year-old children’s multimodal meaning making while using a composing app? The qualitative study involved four focal participants from a three- and four-year-old classroom, who attended an inquiry-based lab school in the southeastern United States.

The data were collected over a period of eight weeks, where the children were invited to tell ...


Smart Start For Trauma: A Multiple Baseline Design, Sarah E. Dickinson Nov 2018

Smart Start For Trauma: A Multiple Baseline Design, Sarah E. Dickinson

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The purpose of this study was to address gaps in the trauma treatment literature related to the expense and inaccessibility of evidence-based interventions for children with disabilities who have experienced trauma. Another aim of this study was to provide additional support for a newly piloted intervention for children with disabilities who have experienced trauma. This intervention is known as Smart Start: Parenting Tools for Children with Developmental Delay, Social-Emotional Concerns, and Trauma. A non-concurrent multiple baseline method was used to determine whether there was a functional relationship between the intervention and children’s challenging behaviors for five caregiver-child dyads. In ...


Early Literacy Abilities In Spanish-English Emergent Bilingual Children From Varied Dialectal Backgrounds, Antonietta Mastrota Jun 2018

Early Literacy Abilities In Spanish-English Emergent Bilingual Children From Varied Dialectal Backgrounds, Antonietta Mastrota

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The Hispanic population within the United States has grown to a considerable amount. The state of Florida’s population is 25% Hispanic, with projected estimates of this population continuing to grow in the coming years (Ortman & Shin, 2011). Statistics show that 28.3% of the state’s population, over the age of five, speak a language other than English at home. With this considerable number of Spanish-speakers comes the responsibility to adjust certain educational practices to best meet their needs. Literacy is an essential part of learning, and therefore assessing early literacy is an essential part to any child’s academic development.

Phonological awareness is the ability to manipulate and identify the phonological segments of a word (Blachman, Tangel, Ball, Black & Mcgraw, 1999). It is a strong predictor for early literacy abilities (Bradley & Bryant, 1983, Kozminsky & Kozminsky, 1995, Vandervelden & Siegel 1997). This relationship between phonological awareness and early literacy exists within the English language, and also within many other alphabetic languages such as Spanish (Anthony, Williams, McDonald, Corbitt-Shindler, Carlson, & Francis, 2006). Therefore, phonological awareness shares an important relationship to early literacy abilities for both English and Spanish speakers.

There are many morphological, phonological, syntactical, and lexical subtleties that exist between varied dialects of the Spanish language. Vocabulary and lexicon use has been shown to positively influence phonological awareness skills in young children. Dialectical classifications of the participants were determined through use of different dialect specific vocabulary word list in the Linguistic and Cultural Background Survey. This study sought to evaluate whether dialectical differences among young Spanish-English bilinguals were associated with performance on measures of phonological awareness and reading.

Twelve participants (children ages 3.17 years to 7.5 years and their parents participated in the study. Children completed a short form of the dynamic assessment of phonological awareness in Spanish (Loreti, 2015), the Letter-Word Identification of the Woodcock-Muñoz Language Survey-Revised (WMLS-R; Woodcock et al., 2005), the Elision, Rapid Automatic Naming, and Letter Name/Letter Sound subtests from the Test of Phonological Sensitivity in Spanish (TOPSS; Brea et al., 2003) and the Preschool Language Scales, Fifth Edition Spanish Screening Test (PLS-5; Zimmerman et al., 2011). Parents completed a Linguistic and Cultural Background Survey designed to identify potential dialectical differences among the children.

Results from the Linguistic ...


Enrollment And Disenrollment In Voluntary Prekindergarten: A Study Of Educational Leaders’ Decision-Making, Angela Cherie Passero Jones Apr 2018

Enrollment And Disenrollment In Voluntary Prekindergarten: A Study Of Educational Leaders’ Decision-Making, Angela Cherie Passero Jones

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This qualitative case study focused on how school leaders’ understandings of (dis)ability were implicated in decision-making and affected student (dis)enrollment in Florida’s Voluntary Prekindergarten Program (VPK). More specifically it explored how leaders in private VPK programs invoked conceptions of normality, and subsequently abnormality, during decision-making processes for student (dis)enrollment. Combining a critical poststructuralist approach (critical disability studies, critical policy analysis), decision-making on (dis)enrollment was contextualized within the current policy ecology. This policy ecology was framed as an historical development of policies regarding preschool for children with and without disabilities in a marketplace shaped by the ...


Science Learning Opportunities And The Project Approach In Preschool Classrooms, Melissa Clucas Jan 2018

Science Learning Opportunities And The Project Approach In Preschool Classrooms, Melissa Clucas

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Effective early science learning opportunities are critical for young children to build a solid foundation for subsequent development of concepts, as well as positive attitudes towards science (Eshach & Fried, 2005). However, these opportunities are often lacking in typical preschool classrooms (Connor, Morrison, & Slominski, 2006; Early et al., 2010). A multiple case study design was used to examine science learning opportunities in preschool classrooms using the Project Approach (PA; Helm & Katz, 2011). Guided by theoretical tenets from Dewey, Piaget, and Vygotsky, this study sought to explore the feasibility and efficacy of using the PA to promote high-quality science learning opportunities by examining the specific strategies teachers used to plan for authentic and meaningful experiences, structure the environment ...


Fathers In Home Visiting: An Examination Of Father Participation In Iowa Miechv, Neil Alan Rowe Jan 2018

Fathers In Home Visiting: An Examination Of Father Participation In Iowa Miechv, Neil Alan Rowe

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In this dissertation, father participation in early childhood home visits was examined using observational data from 50 Maternal Infant Early Childhood Home Visiting (MIECHV) home visits where a father figure was present for a visit with a mother receiving services and a target child two years old or younger. The sample included 34 different home visitors. Videos were coded using the HVOF-R and HOVRS A+ observational tools. Fathers were more present and available during home visits than previous research indicates (Holmberg & Olds, 2015; McBride & Peterson, 1997; Raikes, Summers & Roggman, 2005). A father-figure was present in 25.1% of the initial home visit videos with ...


Latino Mothers’ Responsiveness And Bilingual Language Development In Young Children From 24 Months To 36 Months, Rica Ramirez Jul 2017

Latino Mothers’ Responsiveness And Bilingual Language Development In Young Children From 24 Months To 36 Months, Rica Ramirez

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This longitudinal study examined the role maternal responsiveness had on shaping Spanish and English language development in bilingual two year-old children. Because children who are bilingual language learners are oftentimes coming from low socioeconomic families it is essential that we investigate the ways in which they develop language in order to better serve this population. Maternal responsiveness is one source in which we can examine early language development of young bilingual children. Eight Latino mother-child dyads were observed and assessed at three time points. Each observation was coded for maternal responsive behaviors. Regression and multilevel modeling was used in order ...


A Qualitative Content Analysis Of Early Algebra Education Ios Apps For Primary Children, Lissa S. Ledbetter Jun 2017

A Qualitative Content Analysis Of Early Algebra Education Ios Apps For Primary Children, Lissa S. Ledbetter

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Educational software applications (apps) on multi-touch, mobile devices provide a promising space to help learners work toward long-term educational goals, like learning with understanding (Bransford, Brown, & Cocking, 2000). Such goals are particularly relevant in supporting a learner’s efforts to become more mathematically literate. Yet, a number of current apps do not appear to be living up to this potential. As such, this study drew upon the theoretical framework of Learning Science and the conceptual framework of TPACK theory (Mishra & Koehler, 2006) to define curricular characteristics that ideally support primary children’s potential to learn early algebra concepts with understanding ...


The Role Of Teacher-Child Verbal And Nonverbal Prompts In Kindergarten Classrooms In Ghana, Aaron Osafo-Acquah Jun 2017

The Role Of Teacher-Child Verbal And Nonverbal Prompts In Kindergarten Classrooms In Ghana, Aaron Osafo-Acquah

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While previous studies have examined the educational system in Ghana, there seemed to be very little or no studies that had explored participation and engagement through teacher-child interactions in early childhood education in Ghanaian classrooms (Twum-Danso, 2013). The purpose of this video-based multiple case studies qualitative study of three Kindergarten classrooms in Cape Coast in the Central Region of Ghana was to identify verbal and nonverbal prompts that related to children’s participation in Ghanaian Kindergarten classroom settings. The data for the study were secondary, having been collected by a team of researchers for the New Civics Grant Program in ...


Early Childhood Mathematics Through A Social Justice Lens: An Autoethnography, Jennifer Ward Jun 2017

Early Childhood Mathematics Through A Social Justice Lens: An Autoethnography, Jennifer Ward

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The purpose of this autoethnography was to explore the experiences, both successes and challenges, as I worked to teach mathematics using a social justice framework in a summer enrichment camp with four and five-year-old children. Drawing from both critical approaches (Freire, 1968) and sociocultural approaches (Rogoff, 2008), this dissertation outlines critical perspectives within Early Childhood Education, as well as trends in teaching mathematics for social justice to frame the research study. Autoethnography was selected as a methodological approach in this study as I examined my own teaching experiences and journey engaging in teaching mathematics for social justice. Primary data sources ...


Predictors Of Behavior Problems In The Context Of Peer Play Interactions: A Sample Of Low-Income Latino Preschoolers, Olivia Hernandez Gonzalez Jun 2017

Predictors Of Behavior Problems In The Context Of Peer Play Interactions: A Sample Of Low-Income Latino Preschoolers, Olivia Hernandez Gonzalez

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Latinos are the fastest-growing minority group in the United States and have higher dropout rates compared to other groups. Moreover, problem behaviors are common in preschool classrooms, and the incidence of these problems is higher for children from low-income families. The purpose of this study was to understand Latino children's problem behaviors in the context of peer play interactions and identify those variables that influence such behavior. 265 five and six-year-old Spanish-speaking children (53.6% female) attending Head Start or kindergarten participated in the study. Additionally, 198 mothers and 78 pre-kindergarten and kindergarten lead teachers participated in the study ...


An Evaluation Of Idea Part C Interventionists’ Knowledge And Use Of Evidence-Based Practices For Young Children With Challenging Behavior, Sarah Elizabeth Dickinson Mar 2017

An Evaluation Of Idea Part C Interventionists’ Knowledge And Use Of Evidence-Based Practices For Young Children With Challenging Behavior, Sarah Elizabeth Dickinson

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There is a limited understanding of the practices provided by interventionists under the Individuals with Disabilities Education Act Part C, and there is no knowledge of how providers deliver services for children who have challenging behaviors. In particular, few studies have examined the extent to which Part C interventionists use evidence-based practices. Decreasing occurrences of challenging behaviors in early childhood is particularly important, as there are many negative ramifications associated with untreated challenging behaviors, including troubled peer and adult relationships, academic failure, and increased antisocial behaviors in adulthood. Research has shown that Positive Behavior Supports and the Pyramid Model are ...


The Role Of Involved Positive Parenting And Classroom Emotional Support On Preschool Children’S Prosocial And Problem Behaviors, Carlee Konz Jan 2017

The Role Of Involved Positive Parenting And Classroom Emotional Support On Preschool Children’S Prosocial And Problem Behaviors, Carlee Konz

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Children’s behavior early in life has many short- and long-term implications. The current study investigates the associations among involved positive parenting, classroom emotional support, and children’s problem and prosocial behaviors, using Bronfenbrenner’s bioecological theory as a theoretical framework. Additionally, classroom emotional support was analyzed to see if it moderated the association between involved positive parenting and children’s behaviors. This study examined Head Start classrooms from the FACES 2009 data set, specifically looking at parent-reported positive parenting, observed classroom emotional support, and parent- and teacher-reported children’s problem and prosocial behaviors. Regression and interaction models were chosen ...


Closing The Achievement Gap Through Parent Education And Quantitative Linguistic Feedback: The Use Of Lena Start To Improve The Home Linguistic Environment And Parental Knowledge Of Child Development, Craig Van Pay Jan 2017

Closing The Achievement Gap Through Parent Education And Quantitative Linguistic Feedback: The Use Of Lena Start To Improve The Home Linguistic Environment And Parental Knowledge Of Child Development, Craig Van Pay

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This study investigates the use of an eight-week, parent-education program (LENA Start™) to increase the amount of child-directed speech, quantity of conversations, and parental knowledge of child development. For most young children, parents or caregivers primarily provide their language and literacy environment. However, all children do not receive the same early experiences due to differences in socioeconomic status or parent knowledge. Such differences can result in varied quantity and quality of linguistic input to the child, influencing later academic achievement. Therefore, interventions to combat the achievement gap between children of low and high socioeconomic status families are used and researched ...


Reification, Resistance, And Transformation? The Impact Of Migration And Demographics On Linguistic, Racial, And Ethnic Identity And Equity In Educational Systems: An Applied Approach, Rebecca Ann Campbell Nov 2016

Reification, Resistance, And Transformation? The Impact Of Migration And Demographics On Linguistic, Racial, And Ethnic Identity And Equity In Educational Systems: An Applied Approach, Rebecca Ann Campbell

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Using an applied anthropological approach focused on language, this study investigates the relationship between linguistic, racial, and ethnic identities and school resource access in the context of migration. This project examines how these identities are established, experienced, reified, and resisted by various school actors. Exposing power at its roots through a multi-level analysis, this research informs on how people negotiate socialization into particular identities, propelling them toward positions in school and society of varying opportunity.

Focused on two elementary schools in a central Florida county that has been and is undergoing demographic changes, this work offers applications for educational institutions ...


Teachers’ Third Eye: Using Video Elicitation Interviews To Facilitate Kuwaiti Early Childhood Preservice Teachers’ Reflections, Hessa Alsuhail Nov 2016

Teachers’ Third Eye: Using Video Elicitation Interviews To Facilitate Kuwaiti Early Childhood Preservice Teachers’ Reflections, Hessa Alsuhail

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This qualitative descriptive study explored the experiences of three Kuwaiti pre-service teachers with guided reflection and the extent to which video technology facilitates reflection. The data sources were semi-structured and video-elicited interviews, field notes, and researcher reflective journals. The study was guided by two research questions: In what ways does video elicitation facilitate Kuwaiti pre-service teachers’ reflections? What do Kuwaiti pre-service teachers reflect about? I used Rogoff’s Sociocultural Theory (2003; 1995) as my conceptual lens for this study which stresses the importance of cultural contexts in all areas of education. I developed a concept I call “third-eye” thinking to ...


Emotional Self-Regulation: Voices And Perspectives Of Teachers Within Diverse Socio-Cultural Contexts, Anna Paula Peixoto Da Silva Aug 2016

Emotional Self-Regulation: Voices And Perspectives Of Teachers Within Diverse Socio-Cultural Contexts, Anna Paula Peixoto Da Silva

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Given the importance of emotional self-regulation to a child’s ability to develop social competence and prosocial behavior, and the significant role early childhood teachers play in supporting young children’s emotional self-regulation, it is important to explore the concept from the perspective of teachers, or from the socio-cultural context through which they (i.e., teachers) make sense of the world.

This study used an exploratory case study methodology to explore the understandings of emotional self-regulation among three Head Start teachers working with varying socio-cultural contexts and to identify the socio-cultural perspectives that influenced their ability to effectively apply their ...


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

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

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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 ...


Developing Early Numeracy And Early Literacy Skills In Preschool Children Through A Shared Parent/Child Book Reading Intervention: A Multiple-Baseline Single Case Design Study, Christina Lauren Lindahl Mar 2016

Developing Early Numeracy And Early Literacy Skills In Preschool Children Through A Shared Parent/Child Book Reading Intervention: A Multiple-Baseline Single Case Design Study, Christina Lauren Lindahl

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The present study examined the effectiveness of a shared storybook reading intervention in increasing children’s early numeracy and early literacy skills through a multiple baseline single case design. Four parent-child dyads were included in the study, and children’s early numeracy and early literacy skills were measured using the eNumeracy Early Math Assessments and the Preschool Early Literacy Indicators, respectively. The study also measured mathematical dialogue to determine if an increase in children’s early numeracy skills is due to the intervention and not other confounding variables. Finally, the study measured intervention integrity, and parent ratings of social validity ...


Investigating Child Care Food Safety Culture And Barriers & Motivators To Safe Food Handling Practices, Joel Reynolds Jan 2016

Investigating Child Care Food Safety Culture And Barriers & Motivators To Safe Food Handling Practices, Joel Reynolds

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Young children are considered a high risk population for foodborne illness. Furthermore, children attending child care facilities are four times more likely to contract a foodborne illness than other children. Research has shown that increased food safety knowledge and training alone are not enough to mitigate foodborne illnesses. Researchers have begun to assess food safety through the lens of organizational culture. It has been shown that food safety practices are partly influenced by prevailing cultural norms within work environments. The aim of this study was two-fold: 1) to assess food safety culture and social system factors effect on child care ...


The Effects Of An Integrated Rhythmic And Literacy Intervention On The Development Of Phonological Awareness And Rhythm Skills Of Preschoolers, Sara D. Nelson Jan 2016

The Effects Of An Integrated Rhythmic And Literacy Intervention On The Development Of Phonological Awareness And Rhythm Skills Of Preschoolers, Sara D. Nelson

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This study explored the impact of an integrated rhythm-literacy (IRL) intervention on the development of rhythm and phonological awareness (PA) skills in preschool children ages 4-5.5 years old. The IRL intervention draws from research that examines the role rhythm may play in the development of PA and is composed of three main events. Those events include (1) integrated rhythm-literacy text interactions, (2) integrated rhythm-literacy call and response and (3) integrated rhythm-literacy movement. The study used an experimental pretest-posttest design. A total of 43 participants took part in the study (intervention group = 23 children, comparison group = 20 children). Initial results ...


Modeling Alphabet Skills As Instructive Feedback Within A Phonological Awareness Curriculum, Arnold Olszewski Nov 2015

Modeling Alphabet Skills As Instructive Feedback Within A Phonological Awareness Curriculum, Arnold Olszewski

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This study investigated the use of instructive feedback for modeling early literacy skills. Instructive feedback is defined as the presentation of additional information during the positive feedback phase of learner trials. Thus, it is a way of modeling additional information when students respond to a trial correctly. Previous studies have demonstrated that instructive feedback can facilitate students’ observational learning of skills, such as sight words, numerals, and vocabulary. Instructive feedback has yet to be investigated when modeling early literacy skills.

A modified version of an evidence-based early literacy intervention, PAth to Literacy, was used. Studies examining the efficacy of this ...


Predictors Of Mother-Infant Interaction Quality: The Role Of Parental Social Cognitions And Parenting Stress, Melissa E. Clucas Jan 2015

Predictors Of Mother-Infant Interaction Quality: The Role Of Parental Social Cognitions And Parenting Stress, Melissa E. Clucas

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Using a social cognition theoretical lens and based upon tenets from symbolic interactionism theory, this study explores the influence of parental social cognitions and parenting stress on the quality of the parent-infant interaction. Parenting stress, parent expectations of self in the parenting role, parent expectations of infant development, and observations of parent-infant interactions were obtained from 150 mother-infant dyads. Hierarchical linear regression analyses tested the hypothesis that parenting stress mediates the relationship between parental social cognitions and quality of the parent-infant interaction. After controlling for maternal age, parent expectations of self in the parenting role were not related to observed ...


Parent-Child Interaction Therapy As A Treatment For Adhd In Early Childhood: A Multiple Baseline Single-Case Design, Kendall Jeffries Deloatche Jan 2015

Parent-Child Interaction Therapy As A Treatment For Adhd In Early Childhood: A Multiple Baseline Single-Case Design, Kendall Jeffries Deloatche

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The purpose of this study was to examine the effectiveness of PCIT as an alternative to medication in managing symptoms and behavior problems of preschool-aged children with ADHD. Using a multiple baseline single-case design, the study measured the impact of PCIT on four preschool-aged children's problem behaviors and ADHD symptoms, parenting practices, and mothers' attitudes towards therapy. Outcome measures included the Child Behavior Checklist, Eyberg Child Behavior Inventory, Behavior Assessment System for Children, ADHD Symptom Observation form, Dyadic Parent-Child Interaction Coding System, Parenting Practices Interview, and Therapy Attitude Inventory. Results from visual analyses, a visual permutation test, and hierarchical ...


The Transition To Kindergarten: Factors Associated With A Positive Adjustment, Abby Marie Copeman Petig Jan 2015

The Transition To Kindergarten: Factors Associated With A Positive Adjustment, Abby Marie Copeman Petig

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The transition to kindergarten represents a significant milestone in the lives of young children and their families. This period may be both exciting and challenging for families, and there are efforts that parents and educators can make to help ease difficulties that arise during the transition. Working within the framework of Bronfenbrenner’s bioecological model and the concept of academic socialization, the current study used the Early Childhood Longitudinal Study – Kindergarten Class of 1998-99 (ECLS-K) to explore the associations among transition activities, beliefs about school readiness skills, parental involvement in school-based activities, and children’s adjustment to kindergarten. Children in ...


Designing For Interactive Ebooks: An Evaluation Of Effective Interaction Elements In Children’S Ebooks, Karen Marie Doty Jan 2015

Designing For Interactive Ebooks: An Evaluation Of Effective Interaction Elements In Children’S Ebooks, Karen Marie Doty

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We live in a world where technology is woven into nearly every aspect of our

lives. From the moment we wake, we are surrounded by technology. Technology is

present in our homes, careers and schools, incorporating itself in our daily routines,

entertainment and education. Due to the speed at which technology has evolved, little

research has been completed regarding reading on interactive enhanced eBooks. For

children learning to read in the modern world, eBooks provided on tablets are becoming a

common occurrence.

With this increase of eBook availability, it is of utmost importance that a better

understanding is gained over ...


Associations Between Student-Teacher Relationships And Kindergarten Students' Outcomes, Leslie Marie Wells Jan 2014

Associations Between Student-Teacher Relationships And Kindergarten Students' Outcomes, Leslie Marie Wells

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The student-teacher relationship (STR) is an important component of a student's success in school. STRs have the potential to serve as an asset for students' well-being and achievement throughout their school career. Current literature suggests that there are two major components of STRs associated with student's academic and behavioral outcomes: closeness and conflict. Research has indicated that STRs characterized by closeness are linked to positive academic and behavior outcomes for students while STRs characterized by conflict are associated with negative academic and behavior outcomes for students. Although research has demonstrated that closeness and conflict have an impact on ...


Perceptions, Beliefs And Practices About Technology Among Teachers In A Jamaican Infant School, Suzette Anissia Kelly Jan 2014

Perceptions, Beliefs And Practices About Technology Among Teachers In A Jamaican Infant School, Suzette Anissia Kelly

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The purpose of this interview study was to describe and explain perceptions, beliefs, and practices about technology among four teachers at a Jamaican infant school, by answering: What are teachers' perceptions and beliefs about the role of technology in young children's learning? What are the practices regarding technology among Jamaican infant school teachers? I used criterion sampling to identify participants for my inquiry. For data collection, I used semi-structured interviews, teachers' lesson plans, and my reflective journal. I applied a socio-cultural approach (Rogoff, 1990) for the data analysis to make sense of the teachers' perceptions and articulated practices. The ...


A Proposed Model For Designing Children's Health-Focused Serious Games, Whitley R. Kemble Jan 2014

A Proposed Model For Designing Children's Health-Focused Serious Games, Whitley R. Kemble

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Rising incidence of chronic health problems among children demands greater consideration of children as primary users of health learning materials. Current formats of this information may not be suitable format for their needs. Video games present a more viable option for understanding complex health concepts underlying such conditions. Serious games in particular may fill this need, however there are few resources specific to the design of health-focused serious games. Learning, gameplay, and usability are all important components of serious gaming. A thorough analysis of 12 models used in each of these disciplines guided development of a new 15-point model, which ...


A Case Study Of Jamaican Children's Lived Play Experiences, Carol Ann Long Jan 2013

A Case Study Of Jamaican Children's Lived Play Experiences, Carol Ann Long

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Although research on children's play is abundant and considerable advances have been made in young children's play, the majority of these studies have been based in western developed countries and written from adults' perspectives rather than with children. Additionally, very little research has been done on children's play with active participants from smaller developing countries. The voices of society's youngest members have been lost or are only marginally represented.

The purpose of this qualitative research is to explore, understand, and describe young Jamaican children's lived play experiences as related through their eyes. The theoretical frameworks ...