Adolescent Reading Improvement: A Phenomenology Of High School Students’ Perspectives,
2017
Liberty University
Adolescent Reading Improvement: A Phenomenology Of High School Students’ Perspectives, Anne Poplin
Doctoral Dissertations and Projects
The purpose of this phenomenological study was to explore the experience of improvement in reading comprehension of adolescent readers who have made gains greater than what might be predicted based on previous growth in reading comprehension measures. These research questions guided this study: What influences have impacted the lived experiences of these improving readers? What barriers to reading improvement existed for these students? In addition, what school-related reading experiences, if any, hold meaning for these readers? What characteristics are shared among adolescent readers who have experienced better-than-expected growth? Interviews, story chart artifacts created by participants, and observations of students’ process …
Effects Of Social-Emotional Education On Pre-Kindergarten Student Academic Achievement,
2017
Liberty University
Effects Of Social-Emotional Education On Pre-Kindergarten Student Academic Achievement, Lauren Pierce Starnes
Doctoral Dissertations and Projects
Social-emotional education is an ongoing area of interest to optimize student achievement and ameliorate problem behaviors. This study examines the systematic effects of social-emotional education on preschool students’ academic achievement testing. A sample of Pre-Kindergarten students from private, suburban preschools was examined for this study. The results of this study yielded strong positive academic achievement scores in the domains of Verbal Reasoning, Quantitative Reasoning, and Early Math for students exposed to a social-emotional education program compared to a matched sample not exposed to social-emotional education. The results add to the research on social-emotional education by studying a lesser-studied population of …
The Effectiveness Of High Frequency Word List Instruction On Star Reading Test Scores,
2017
Liberty University
The Effectiveness Of High Frequency Word List Instruction On Star Reading Test Scores, Michael Foster
Doctoral Dissertations and Projects
The purpose of this quantitative, quasi-experimental study was to test the theory of using high frequency word list (HFWL)-based instruction when teaching beginning reading instruction. This study compared the reading fluency changes of eight classes across three different grades containing 115 students over 5 months as measured by the Standardized Test for the Assessment in Reading (STAR) when intervention students are given identical instruction using different popular HFWLs. One control group received no such intervention. The Fry HFWL was used. The resulting scores were analyzed using an independent-samples t test. The comparisons determined the effectiveness of teaching beginning reading using …
Implementing Authentic Materials Through Critical Friends Group (Cfg): A Case From Turkey,
2017
University of Bahcesehir
Implementing Authentic Materials Through Critical Friends Group (Cfg): A Case From Turkey, Elif Basak Gunbay, Enisa Mede
The Qualitative Report
The purpose of this exploratory case study is to investigate the use of authentic materials through Critical Friends Groups (CFG) in a language preparatory program, at a private university in Turkey. Specifically, the study attempted to identify the perceptions and observed behaviours of native and non-native EFL instructors on the use of authentic materials, find out the potential reasons behind the implementation of authentic materials in their classroom practices and finally, examine the influence of incorporating authentic materials through CFG on classrooms practices as well as teachers’ professional development. The participants were eight EFL instructors offering English courses in the …
Material Forms: What Is Really Going On? Shaping Who We Are And What We Do,
2017
Appalachian State University
Material Forms: What Is Really Going On? Shaping Who We Are And What We Do, Vicky J. Grube
The Qualitative Report
Using visual and ethnographic methods the author forms a connection between materiality and the memories of childhood. The researcher begins by asking the question, “Can a studio environment create encounters between a researcher and preschool children that deepen understanding of culture?” To this end, the researcher engaged in sensory research practices through ethnographic methods in a preschool art studio. Through free choice art making, children were found expressing their emotions and demonstrating an awareness of adult culture. In particular, the researcher’s encounter with four-year old George was enriched through sensory participation and triggered embodied and empathetic knowing. As it happens, …
Can A Three-Day Training Focusing On The Nature Of Science And Science Practices As They Relate To Mind In The Making Make A Difference In Preschool Teachers' Self-Efficacy Engaging In Science Education?,
2017
Portland State University
Can A Three-Day Training Focusing On The Nature Of Science And Science Practices As They Relate To Mind In The Making Make A Difference In Preschool Teachers' Self-Efficacy Engaging In Science Education?, Colleen Meacham
Dissertations and Theses
As technology and our world understanding develop, we will need citizens who are able to ask and answer questions that have not been thought of yet. Currently, high school and college graduates entering the workforce demonstrate a gap in their ability to develop unique solutions and fill the current technology-driven jobs. To address this gap, science needs to be prioritized early in children's lives. The focus of this research was to analyze a science training program that would help pre-school teachers better understand Mind in the Making life skills, the nature of science, science practices, and improve their self-efficacy integrating …
Testing The National Reading Panel’S Fluency Claims: A Study Examining Repeated Readings And Tracking The Nature Of Miscues,
2017
CUNY Bronx Community College
Testing The National Reading Panel’S Fluency Claims: A Study Examining Repeated Readings And Tracking The Nature Of Miscues, Edward Lehner, John R. Ziegler
Publications and Research
The National Reading Panel’s (NRP; 2000) claim that reading fluency is the direct result of phonemic awareness skills seemed to set a research direction for numerous literacy scholars. As a result, much of the reading fluency research examined the construct from a particular perspective seemingly informed by the NRP. The summative results of a generation of fluency research have subsequently defined reading fluency as a principal and predicative construct in children’s reading potential. The current study examined how children develop reading fluency skills and reports data gathered from a New York City elementary school. Specifically, the present work tracked the …
"Noise Level Zero" And Other Tales From The Bronx,
2017
Bank Street College of Education Graduate School
"Noise Level Zero" And Other Tales From The Bronx, John Wolfe
Occasional Paper Series
Wolfe reflects on his journey of teaching in various settings, teaching him what public education should and should not be. He compares his experiences at two public schools in the Bronx with very different approaches to public education.
Environmental Modification And Teacher Mediation: Impact On The Literacy Behaviors Of Preschoolers With Special Needs,
2017
Minnesota State University, Mankato
Environmental Modification And Teacher Mediation: Impact On The Literacy Behaviors Of Preschoolers With Special Needs, Aaron R. Deris, Cynthia Dicarlo, Dana Wagner, Kellie Krick-Oborn
Special Education Department Publications
The purpose of this study was to investigate the impact of modifications to the environment and a teacher mediated intervention in regard to the early literacy behaviors of preschoolers receiving early childhood special education services. There were three classrooms targeted. Out of the three classrooms, there was a focus on nine children with developmental delay. Step one was to complete a classroom assessment to identify the early literacy supports needed for each classroom. Step two was to collect baseline literacy behaviors during center time, a period when children are allowed to choose their activities. Step 3 was to implement the …
Using Least-To-Most Assistive Prompt Hierarchy To Increase Child Compliance With Teacher Directives In Preschool Classrooms,
2017
Louisiana State University
Using Least-To-Most Assistive Prompt Hierarchy To Increase Child Compliance With Teacher Directives In Preschool Classrooms, Cynthia Dicarlo, Jennifer Baumgartner, Jamie Cabellero, Courtney Powers, Aaron R. Deris
Special Education Department Publications
Prompt strategies have been used to increase the compliance of preschool-aged children to teacher directives (Radley & Dart, 2015; Wilder & Atwell, 2006; Wolery & Gast, 1984). This paper describes two experiments conducted to determine if classroom teachers could learn to use the LtM prompt hierarchy and if child compliance would increase in response to teacher behavior. This study builds on the current literature base by using prompting, specifically LtM (first described by Horner & Keilitz, 1975), with the additional requirement of teacher-child proximity and teacher- child eye level prior to beginning the prompt sequence, which is consistent with recommended …
Teachers' Experience Of A Flood In Their School Community: Their Beliefs, Perceptions, And Thoughts About Practice,
2017
Louisiana State University and Agricultural and Mechanical College
Teachers' Experience Of A Flood In Their School Community: Their Beliefs, Perceptions, And Thoughts About Practice, Caroline Tolentino
LSU Master's Theses
The increasing number of flooding incidences in Louisiana exposes a significant number of children to the possible traumatic effects of this natural disaster. Flooding takes a toll not only on families and children, but on teachers as well. While the effects of other types of disasters on children have been considered in previous studies, research has not thoroughly addressed the effects of flooding on children and on early childhood teachers. Teachers can be very instrumental in helping young children cope and making sure their needs are met after the experience of a traumatic event (Perry & Szalavitz, 2008; Le Brocque, …
Re-Reading, Re-Writing, And Re-Imagining Texts: Critical Literacy In A Kindergarten Classroom,
2017
University of Missouri-St. Louis
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 …
Preliminary Data Of The Smartsignplay Prototype: A Sign Language App For Families With Children Who Are D/Deaf Or Hard Of Hearing,
2017
University of North Florida
Preliminary Data Of The Smartsignplay Prototype: A Sign Language App For Families With Children Who Are D/Deaf Or Hard Of Hearing, Caroline A. Guardino, Brianna Balch, Sarah Rearick
DHI Digital Projects Showcase
SmartSignPlay is an app aimed to assist children who are d/DHH and their families learn functional signs to support early communication development. The app is interactive and can be played on smartphones and tablets. The process of developing the app and preliminary results of the pilot study will be presented.
Forever Undone [Poem],
2017
Bank Street College of Education
Forever Undone [Poem], Kate Abell
Occasional Paper Series
Kate Abell shares a poem following September 11. It is a personal expression of never forgetting the images and events of September 11.
The Nyc Board Of Education Mandates Pledging Allegiance [Poem],
2017
Bank Street College of Education
The Nyc Board Of Education Mandates Pledging Allegiance [Poem], Kate Abell
Occasional Paper Series
Kate Abell shares a poem following September 11. It is a criticism of the requirement of pledging allegiance to the flag in school.
Principles For Responding To Children In A Traumatic Time,
2017
Bank Street College of Education
Principles For Responding To Children In A Traumatic Time, Sal Vascellaro
Occasional Paper Series
A list of principles that aim to help educators in their struggle to respond to the range of traumatic experiences many children have to live with—the death of a loved one, serious illness, violence, drug addiction, homelessness. This list offers something tangible to use as they respond to the children in their care.
The Children Keep Reminding Us: One School's Experience After 9/11,
2017
Downtown Little School
The Children Keep Reminding Us: One School's Experience After 9/11, Kate Delacorte
Occasional Paper Series
This essay reflects on the experience of a new preschool that was located a few blocks away from the World Trade Center and had not yet opened at the time of September 11. After the event, the school held meetings with teachers, parents, and their children. The conversations highlighted the overwhelming difference between the needs of the parents and the needs of the children. Through sharing of fears, experiences, and emotions, the new community grew closer.
"Building Up": Block Play After September 11,
2017
Bank Street School for Children
"Building Up": Block Play After September 11, Lisa Edstrom
Occasional Paper Series
Like most people in New York City, the children in Edstrom's class were affected by the events of September 11. However, not until five weeks later did these particular five- and six year-olds begin to make sense of what happened. Through the use of block play, they were able to explore the difficult emotions and questions we all had about the World Trade Center attack
Monday, September 17 And Urn [Poems],
2017
Hunter College
Monday, September 17 And Urn [Poems], Rella Stuart-Hunt
Occasional Paper Series
Stuart-Hunt recounts the difference in play styles of a four-year-old girl before and after losing her mother in the September 11 attack. This is followed by a poem she has written titled "Urn".
Safe,
2017
P.S. 234
Safe, Patricia Lent
Occasional Paper Series
The first four sections of this essay chronicle her attempts to make sense of September 11 in the succeeding weeks and months. The final section—”Corn, Beans, and Squash”—was written to and for her students at the end of the school year.
