Early Childhood Education Commons^™

The Prepared To Teach Paradigm Shift, Bank Street College Of Education

All Faculty and Staff Papers and Presentations

Prepared To Teach exists to help districts, states, and teacher preparation programs find ways to develop sustainable streams of public funding to support high-quality teacher preparation.

Simplifying Improvement, Bank Street College Of Education

All Faculty and Staff Papers and Presentations

Initiatives, projects, and structural changes in service of school reform can become overwhelming and complicated. Teacher residencies are a streamlined way of untangling priorities for improvement and creating a unified strategy.

New York State Root Causes, Bank Street College Of Education

All Faculty and Staff Papers and Presentations

When teachers quit, education fails. Teacher residencies can reduce turnover, diversify the teaching profession, and support student learning. New York State has an opportunity to transform teacher preparation.

The 3 R'S Of Sustainably Funded Residencies, Bank Street College Of Education

All Faculty and Staff Papers and Presentations

Deep partnerships between universities and districts are essential to the success of locally-grown teacher residencies, in part because of the funding opportunities these relationships unlock. Across the country, partnerships have identified funding strategies that can sustain and scale residencies, including dedicated financial support for aspiring teachers completing their clinical practice placements. Districts rethink staffing to free up dollars and programs find ways to reduce costs. When residencies design and recruit in ways that meet P-12 needs, districts also frequently dedicate additional dollars to the partnership. Together, these approaches offer “3 R’s” for sustainable residency funding.

Differential Benefits Of Prekindergarten For Low-Income Black Children : A Quasi-Experimental Study, Janice Marie Parker

Legacy Theses & Dissertations (2009 - 2024)

Abstract

Nebline, January 2019

NEBLINE Newsletter Archive from Nebraska Extension in Lancaster County

2018 Extension highlights

Benefit to people

Teaching, growing and making a difference

36,520 youth engaged in 4-H programs

Extension’s volunteers worth nearly $700,000

New Year, new you: Nutrition tips to a healthier you

RECIPE OF THE MONTH

Pesticide applicator 2019 training dates

Ag Estate and Succession Planning workshop, Jan. 23 & March 5

Successful Farmer Series

Upcoming green industry conferences

Extension’s 2019 Master Gardener trainings, two sites available

Garden Guide Things to Do This Month

Sticky situation: Using glue boards to monitor pests

HEART OF 4-H Volunteer Award: Susan Bulling

IT’S TIME TO RE-ENROLL IN 4-H!

Meet 2018–2019 4-H Council …

A Phenomenological Study Of The Implementation Of Developmentally Appropriate Practices Of Highly-Skilled Teachers In School-Based, Early Education Settings, Julie R. Ritter

All Graduate Theses, Dissertations, and Other Capstone Projects

High-quality instruction, especially for at-risk children, is what matters in early education (Brown, 2010; Chien et al., 2010; Goldstein et al, 2013; Howes et al., 2008; Reynolds et al., 2014). Developmentally appropriate practice (DAP) is identified in research as a feature of high-quality instruction and best practice in early education (Squires, Pribble, Chen, & Pomés, 2013). Using transcendental phenomenology, this study identified the beliefs and practices of early education teachers in Minnesota school-based PreK-4 programs and their alignment to DAP principles, guidelines, and teaching strategies as defined by the National Association for the Education of Young Children (2009). By investigating …

การพัฒนากระบวนการเสริมสร้างความสามารถในการทำวิจัยปฏิบัติการในชั้นเรียนของครูอนุบาลโดยใช้หลักการประเมินเพื่อการเรียนรู้และชุมชนแห่งการเรียนรู้เชิงวิชาชีพ, วณิชชา สิทธิพล

Chulalongkorn University Theses and Dissertations (Chula ETD)

งานวิจัยนี้มีจุดประสงค์เพื่อพัฒนาและศึกษาผลการใช้กระบวนการเสริมสร้างความสามารถในการทำวิจัยปฏิบัติการในชั้นเรียนของครูอนุบาลโดยใช้หลักการประเมินเพื่อการเรียนรู้และชุมชนแห่งการเรียนรู้เชิงวิชาชีพ ผู้เข้าร่วมการวิจัย คือ ครูอนุบาลชั้นปีที่ 1 – 3 ในโรงเรียนสังกัดสำนักงานคณะกรรมการส่งเสริมการศึกษาเอกชน จำนวน 8 คน แบบแผนการวิจัยเป็นการวิจัยและพัฒนา ประกอบด้วย 5 ขั้นตอน ได้แก่ ขั้นที่ 1 การเตรียมการ ขั้นที่ 2 การพัฒนากระบวนการฯ (ฉบับตั้งต้น) ขั้นที่ 3 การพัฒนากระบวนการฯ (ฉบับปรับปรุง ครั้งที่ 1) ขั้นที่ 4 การพัฒนากระบวนการฯ (ฉบับปรับปรุง ครั้งที่ 2) และขั้นที่ 5 การนำเสนอกระบวนการฯ ฉบับสมบูรณ์ เครื่องมือที่ใช้ คือ แบบประเมินความสามารถในการทำวิจัยปฏิบัติการในชั้นเรียนของครูอนุบาล แนวคำถามสัมภาษณ์แบบกึ่งโครงสร้าง บันทึกย่อ และแบบสะท้อนความคิด วิเคราะห์ข้อมูลโดยนับความถี่ หาค่าเฉลี่ย ส่วนเบี่ยงเบนมาตรฐาน และวิเคราะห์เนื้อหา ผลการวิจัย มีดังนี้ 1) กระบวนการฯ ที่พัฒนาขึ้น มุ่งพัฒนาครูอนุบาลให้มีความสามารถในการแก้ปัญหาที่เกิดขึ้นในชั้นเรียนอย่างเป็นระบบ ผ่านการทำงานแบบร่วมมือรวมพลัง เน้นการสะท้อนความคิด แลกเปลี่ยนเรียนรู้ และเชื่อมโยงการเรียนรู้ลงสู่การปฏิบัติจริงในห้องเรียน ประกอบด้วย 9 องค์ประกอบ ได้แก่ 1) หลักการ 2) วัตถุประสงค์ 3) เนื้อหา 4) กลยุทธ์ 5) ขั้นตอนการเสริมสร้างฯ 6) บทบาทของผู้ที่เกี่ยวข้อง 7) ลักษณะการดำเนินการ 8) ระยะเวลา และ 9) การประเมินผล กระบวนการฯ ตั้งอยู่บนหลักการ 6 ประการ คือ 1) กำหนดเป้าหมายเพื่อพัฒนาการเรียนรู้ของเด็กให้ชัดเจน 2) ฝึกฝนทักษะการสังเกตตามสภาพจริงและการสืบสอบแบบร่วมมือรวมพลัง 3) สนับสนุนให้แลกเปลี่ยนเรียนรู้ สะท้อนความคิดทางบวก และให้ข้อมูลย้อนกลับอย่างต่อเนื่อง 4) สนับสนุนให้ประเมินตนเองและประเมินโดยเพื่อน 5) เปิดโอกาสให้เป็นผู้นำทางความคิดและการตัดสินใจทางวิชาการ 6) …

Examining School Readiness, Whitney A. Stevenson

Theses and Dissertations--Early Childhood, Special Education, and Counselor Education

This research study was conducted to provide information on school readiness. While there is no national definition for school readiness, states and organizations have developed various definitions to highlight readiness skills that have been deemed important for kindergarteners. The early childhood developmental domains that are often cited in these individual definitions are physical (fine/gross motor), social-emotional, cognition (academics), and communication skills. By considering a holistic approach of school readiness, a child’s development is not isolated to mastering one domain to be “ready” for school.

While most states do not have a statutory school readiness definition, many have been measuring school …

Perception Of Rural General Educators On The Inclusion And Participation Of Students With Significant Disabilities, Rachel L. Crouch

Theses and Dissertations--Early Childhood, Special Education, and Counselor Education

The purpose of the study was to question rural general education teachers’ perceptions and attitudes on the inclusion of students with significant disabilities. The investigator surveyed rural general education teachers on their perceptions of what should be occurring in terms of inclusion and on what they saw as occurring in terms of inclusion of students with significant disabilities. The results yielded mixed perceptions and were generally positive in terms of the inclusion occurring within that school district.

An Exploration Of Florida Public School Districts' Language Development Programs For Children Before They Enter Kindergarten, Sharon Ochotorena

Electronic Theses and Dissertations

The purpose of the study was to determine the extent to which preschool programs and the 10 research-based components that develop language are present in Florida public school districts. Based on qualitative methods of analysis, the study utilized two primary sources of data collection to answer the two research questions that follow: 1. Of the 67 traditional public school districts in Florida, which have language development programs for children under the age of 5, excluding those subsidized by Part B of the IDEA? 2. How do components of the programs in the sample of school districts that have language development …

Putting Educational Reform Into Practice: The Impact Of The No Child Left Behind Act On Students, Teachers, And Schools, Timothy Song

CMC Senior Theses

This thesis seeks to investigate the effects of the No Child Left Behind Act (NCLB) on U.S. student achievement and teacher effectiveness. By combining the results from various data sources, I am able to indicate the levels of student preparedness, school spending, and specific classroom practices. After an analysis of my results, I suggest that NCLB has found moderate success in increasing the level of math preparedness for younger students from historically disadvantaged backgrounds. On the other hand, the data also suggests that there have been no statistically significant gains in reading achievement after the implementation of NCLB. Additionally, spending …

Exploring Early Childhood Teachers' Beliefs And Perceptions About The Use Of Technology In The Classroom, Sharron Hallanger

All Master's Theses

The purpose of this qualitative study was to explore how the professional beliefs and perceptions of teachers in early childhood education (ECE) influenced their acceptance for the use of interactive technology as a learning tool for children. Eight primary grade teachers at a rural school district in Washington State were interviewed. Of the eight ECE teachers, two had no student technology use in their classrooms. The second group of two teachers had some student technology use on a weekly basis, and the last group of four teachers utilized daily student technology use in their classrooms. The sample subjects were interviewed …

Effective Child-Focused Education And Nurturing Care Interventions, Jen Jackson, Syeda Kashfee Ahmed, Toby Carslake, Petra Lietz

Monitoring Learning

Child-focused education and nurturing care interventions provide learning support directly to the child. In line with the International Standard Classification of Education (ISCED Level 0), the support is typically provided by either centre- or home-based Early Childhood Education and Care (ECEC) services outside the child’s family and includes an educative and caring component with an active child development element. The 35 child-focused interventions in this review (of a total of 109 studies; see further details under background) occurred in 29 countries in five regions – the widest geographical spread of all intervention types under consideration. The most frequently represented countries …

Parent-Focused Interventions In Economically Developing Countries, Jen Jackson, Syeda Kashfee Ahmed, Toby Carslake, Petra Lietz

Monitoring Learning

The authors conducted a scoping review of Early Childhood Education and Care (ECEC) interventions in economically developing countries between 1998 and 2017, aimed at improving children’s learning in the years before school. The review identified 37 parent-focused studies from 19 countries which provide an evidence base for parent-focused interventions that have both depth and geographical breadth. This policy note outlines characteristics of these interventions which contribute to changes in developmental outcomes for children. It found that of all ECEC interventions, the largest body of effectiveness evidence is available for parent-focused programs.

Income Supplementation Interventions In Economically Developing Countries, Jen Jackson, Syeda Kashfee Ahmed, Toby Carslake, Petra Lietz

Monitoring Learning

Income supplementation interventions provide cash transfers directly to the parents/families of young children, with the objective of improving learning and other outcomes. Interventions of this type directly address poverty as the origin of many of the challenges to children’s learning in economically developing contexts. Such programs seek to affect positively child wellbeing and readiness to learn as well as the home learning environments. These effects can be achieved by using the additional income, for example, to support centre-based childcare or school attendance, to buy more nutritious food or to enable parents to spend more time with their children. The eight …

Computer-Assisted Instruction Compared To Traditional Instruction On Letter Recognition For Preschoolers With Special Needs, Jamie Nicole Harvey

Graduate Theses, Dissertations, and Problem Reports (ETD)

The need to reach learners with disabilities in inclusive early childhood classrooms has grown with increasing legislative mandates. An essential area of focus is in early literacy and alphabet letter recognition. One such way to bridge the gap includes computer assisted instruction as an instructional method. A concurrent treatment single case design was used to compare the rate of letter acquisition in young children with disabilities (n=6) between computer assisted instruction program, Teach Town Basics™, and traditional teaching of concepts in early childhood inclusive classrooms. Participants received each treatment in random order and data were graphed daily on …

Building The Case For Culturally Specific P-3 Strategies In Oregon: Listening To Voices From The Field, Callie H. Lambarth, Amanda Cross-Hemmer, Lorelei Mitchell, Beth L. Green, Kate Normand

Early Childhood

Oregon’s early learning and K-12 systems require transformative changes to address racial disparities in school readiness and success. Prenatal-through-Grade-3 (P-3) initiatives are an innovative way to align, strengthen and expand supports for this goal.

Culturally specific organizations (CSOs) are uniquely poised and expertly prepared to meet the needs of communities of color while helping Oregon achieve its goals for reducing disparities in kinder­garten readiness and other educational outcomes.

The proposed Early Childhood Equity Fund, which is included in the governor’s recommended 2019 budget, would move Oregon closer to eliminating the opportunity gap in kindergarten readiness and school success by investing …

Early Care And Education Testimonios At The Borderlands, Jennifer Torres Siders

University of the Pacific Theses and Dissertations

Latinas represent a large proportion of the United States early care and education workforce, and thus have the potential to wield significant influence over the growth and development of millions of American children. However, the voices of Latina early childhood professionals often are missing in both research and mass media. Instead, social, political, and academic frames cast Latinas as foreign regardless of nationality, uneducated notwithstanding expertise, and passive despite action and influence. This testimonio analysis draws on Chicana feminist epistemology to re-center the perspectives of Latina child care providers and reveal more authentic insights on how they understand and perform …

The Dirt Of Development: Nature's Role In Social-Emotional Development And Parent-Child Connectedness, Hayley Johanna Lindsey

Graduate Theses, Dissertations, and Problem Reports (ETD)

The purpose of this study was to examine associations between nature connectedness, parent-child connectedness, and the development of prosocial behavior. Nature connectedness pertains to the strong emotional affinity towards the natural environment and is linked with happiness, stress reduction, and good health. Prosocial behavior refers to actions or behaviors done with the intent to help others. This study consisted of 467 parent-informants that gathered information on the parent’s nature connectedness, the child’s nature connectedness, the parent-child connectedness, and the child prosocial behavior. Gaps in the literature were addressed by analyzing the role that parent nature connectedness has in predicting child …