Social Interaction And Interactive Technology In The Preschool Classroom,
2017
University of Maine at Farmington
Social Interaction And Interactive Technology In The Preschool Classroom, Kristina Tobey
M.S.Ed. in Early Childhood Research Projects
Increased use of technology in early childhood classrooms comes with new concerns about how technology may impact the development of social skills in young children. This mixed methods study examines how the use of a multi-touch table influences social skills and interactions of preschoolers in a head start setting. Eight children ages three to five were video recorded while using a multi-touch table during free choice time in groups of three for ten minute increments. Tracking sheets were used to track how often social interactions occurred for each child. Results indicated students played cooperatively 12% of their time and parallel …
Influence Of Family Style Meals On Self-Regulation In Preschool Children,
2017
University of Maine at Farmington
Influence Of Family Style Meals On Self-Regulation In Preschool Children, Katherine Chandler
M.S.Ed. in Early Childhood Research Projects
This action research study looked at the connections between the frequency of family meal experiences and the self-regulatory capabilities of preschool aged children. Parents of 19 preschool children were surveyed to gain insight into the weekly frequency of family meals and discover how parents assessed their individual child’s capabilities. Within the preschool setting, children’s regulatory abilities were assessed through teacher evaluation of mealtime behavior. Both parents and teachers assessed four types of self-regulatory skills: individual table skills, interpersonal skills, health consciousness, and contributions to their family or school community. It was found that parents place high value on the communal …
Exploring The Connection Between Physical Activity And On-Task Behavior Of Kindergarten Students,
2017
University of Maine at Farmington
Exploring The Connection Between Physical Activity And On-Task Behavior Of Kindergarten Students, Joann Meyer
M.S.Ed. in Early Childhood Research Projects
Increased academic demands on kindergarten students require them to be on-task for longer periods of time. The purpose of this study was to examine the effect of increased physical activity breaks on kindergarten students’ on-task behavior during small group and independent center work. This mixed methods study employed an experimental design with an initial baseline phase followed by a physical activity treatment phase. Data was collected using a planned activity check observation method and observational field notes to compare on-task behavior during the two phases of the study. Data analysis indicated that physical activity breaks was associated with improved on-task …
An Examination Of Kindergarten Readiness Perceptions From Prekindergarten Teachers, Kindergarten Teachers, And Parents: A Quantitative Study Of Kindergarten Readiness Perceptions,
2017
Gardner-Webb University
An Examination Of Kindergarten Readiness Perceptions From Prekindergarten Teachers, Kindergarten Teachers, And Parents: A Quantitative Study Of Kindergarten Readiness Perceptions, Angela Cross
Education Dissertations and Projects
This study examined the perceptions of kindergarten readiness for kindergarten teachers, public prekindergarten teachers in both public and private settings, and parents. Data were collected and analyzed through a quantitative method using an inferential approach. A Likert-style survey was distributed to current kindergarten teachers, prekindergarten teachers, and parents; and the data were analyzed using Statistical Package for the Social Sciences (SPSS). The data collected from the surveys indicated differences in kindergarten readiness perceptions in the areas of social/emotional skills, literacy skills, and communication between kindergarten parents and teachers and between public and private prekindergarten participants. There were also differences in …
Structured Prekindergarten: Is It A Bridge For The Reading Achievement Gap For Hispanic Kindergarten Students?,
2017
Gardner-Webb University
Structured Prekindergarten: Is It A Bridge For The Reading Achievement Gap For Hispanic Kindergarten Students?, Carol Hayes Artis
Education Dissertations and Projects
Educational journals, researchers, and practitioners assert that prekindergarten yields positive academic and socialization results for those who attend (Neuman, 2007; U.S. Department of Health and Human Services, Administration for Children and Families, 2010). This mixed-methods study was conducted to examine the impact of the prekindergarten program in County X Public School District on the kindergarten reading performance of Hispanic students. The Dynamic Indicators of Basic Early Literacy Skills (DIBELS) was the instrument used for measurement. This subgroup’s accountability results and school performance reflect a significant gap as compared to White students. Hispanic students, whose presence in North Carolina schools is …
Employing Cueing Systems To Decode Text And Negotiate Text-Meaning In A Second Language,
2017
Walden University
Employing Cueing Systems To Decode Text And Negotiate Text-Meaning In A Second Language, Timothy A. Rodriquez, Laureen Fregeau, Mary Kay Moskal, Robert Leier
ECTESOL Review
Many educators state that teaching English-Language Learners (ELLs) is just a matter of good teaching. While effective teaching is something that all children deserve, there are some differences between the approach a teacher may have to take with ELLs and with other students. One aspect of this difference is the fact that, while children go through the same stages of language development, ELLs may be at stages typically not found in other students. Based on a case study of an EL and his teacher, this article explains cueing systems and their role in literacy for ELs.
Understanding Teacher Talking Time And Student Talking Time Practices Among Esl/Efl Teachers: A Practicum Design,
2017
Auburn University
Understanding Teacher Talking Time And Student Talking Time Practices Among Esl/Efl Teachers: A Practicum Design, Cesar R. Bazo Quintana
ECTESOL Review
This practicum design helps future ESL/EFL instructors gain practical understanding of Teacher Talking Time (TTT) and Student Talking Time (STT) practices in the classroom. It provides a deeper understanding of TTT vs. STT application within the Communicative Approach (CA) or Communicative Language Teaching (CLT).
Understanding Saudi Student Integration In The U.S.: A Study On Saudi Students At A Southeastern Institution,
2017
Auburn University
Understanding Saudi Student Integration In The U.S.: A Study On Saudi Students At A Southeastern Institution, Carrie Melius
ECTESOL Review
Over the past decade there has been an increase in the number of Saudi students studying in the United States. Most recently, Saudi Arabia moved from fourth to third in country ranking for student enrollment in the United States. This study focuses on the experiences of Saudi students at a Southeastern institution in the United States by examining the perspectives of Saudi students studying in English as a Second Language (ESL) programs and undergraduate programs. In order to gain a deeper understanding of issues faced by Saudi students, domestic students as well as instructors were also included as participants in …
From The Editor,
2017
University of South Alabama
English Language Competence: Why English Matters In Higher Education In Kenya,
2017
St. Paul's University, Kenya
English Language Competence: Why English Matters In Higher Education In Kenya, Ukaiko A. Bitrus-Ojiambo, Iddah Wayumba Mwaura, Annette Lutivini Majanja
ECTESOL Review
English is an international language, used in many countries for business, tourism, and education (Roy-Campbell, 2014; Crystal, 2003). In Kenya, it is the official language and language of instruction. The country boasts high youth literacy rates 93% (UNESCO, 2012). As university instructors, we have observed that although students have been in the formal educational system for a minimum of 9 years, their output does not match university expectations (KICD, 2016, p. 44; Jayasundara & Premarathna, 2011; Njoroge, 2008). This study assesses English language use in a Kenyan institution of higher education, identifies emergent linguistic patterns, and suggests some solutions to …
Unprepared: Are Educator Preparation Programs Effectively Training Pre-Service Teachers To Teach English Learners?,
2017
Auburn City Schools, AL
Unprepared: Are Educator Preparation Programs Effectively Training Pre-Service Teachers To Teach English Learners?, Lorie Johnson
ECTESOL Review
All students deserve high-quality, strategic instruction, yet pre-service teachers are not always taught best practices for instructing English Learners (ELs), students for whom English is not their native language. Almost 10 percent of the students in American public schools are classified as ELs, yet research indicates most educator preparation programs across the country have not yet integrated best practices for teaching ELs into their pre-service programs in meaningful ways. It is important for educator preparation programs to provide pre-service teachers with opportunities to understand the unique needs of ELs and to learn effective teaching strategies to meet those needs. This …
A Study Of Teacher Talking Time And Student Talking Time Practices Among Esl Instructors At An Intensive English Program,
2017
Auburn University
A Study Of Teacher Talking Time And Student Talking Time Practices Among Esl Instructors At An Intensive English Program, Cesar R. Bazo Quintana
ECTESOL Review
This study focuses on Teacher Talking Time (TTT) and Student Talking Time (STT) practices among ESL instructors at an Intensive English Program in a southeastern public research university. Based on a qualitative case study approach, the study demonstrates that participating ESL instructors were oriented more towards TTT practices while teaching their regular lessons. The study found disproportionate use of TTT. The study has helped participant ESL instructors become more aware of the behaviors that are conducive to both increased TTT and increased STT practices in their classes. This, in turn, can lead to improved teaching practices, which will benefit ESL …
Mathematical Creativity For The Youngest School Children. Kindergarten To Third Grade Teachers’ Interpretations Of What It Is And How To Promote It.,
2017
EF Edudcation First
Mathematical Creativity For The Youngest School Children. Kindergarten To Third Grade Teachers’ Interpretations Of What It Is And How To Promote It., Yinjing Shen, Carolyn P. Edwards
Department of Child, Youth, and Family Studies: Faculty Publications
Creativity is important for young children learning mathematics. However, much literature has claimed creativity in the learning of mathematics for young children is not adequately supported by teachers in the classroom due to such reasons as teachers’ poor college preparation in mathematics content knowledge, teachers’ negativity toward creative students, teachers’ occupational pressure, and low quality curriculum. The purpose of this grounded theory study was to generate a model that describes explains how a particular group of early childhood teachers make sense of creativity in the learning of mathematics and how they think they can promote or fail to promote creativity …
Effectiveness Of Large-Scale, State-Sponsored Language And Literacy Professional Development On Early Childhood Educator Outcomes,
2017
Ohio State University
Effectiveness Of Large-Scale, State-Sponsored Language And Literacy Professional Development On Early Childhood Educator Outcomes, Shayne B. Piasta, Laura M. Justice, Ann A. O'Connell, Susan A. Mauck, Melissa M. Weber-Mayrer, Rachel E. Schachter, Kristin S. Farley, Caitlin F. Spear
Department of Child, Youth, and Family Studies: Faculty Publications
The current study investigated the effectiveness of large-scale, state-sponsored language and literacy professional development (PD) intended to improve early childhood educators’ knowledge, beliefs, and practices. PD was offered in a real-world context and delivered at scale across the state, implemented by an independent contractor. Educators (n = 535) were randomly assigned to participate in one of three types of PD: 30 hrs of language and literacy PD presented in a workshop format, 30 hrs of language and literacy PD plus monthly coaching, or PD on alternative topics (comparison). Baseline and outcome measures were collected by an independent research team to …
Maths Games: A Universal Design Approach To Mathematical Reasoning,
2017
University of Nebraska - Lincoln
Maths Games: A Universal Design Approach To Mathematical Reasoning, Kelley E. Buchheister, Christa Jackson, Cynthia E. Taylor
Department of Child, Youth, and Family Studies: Faculty Publications
By incorporating math games into the classroom, through the principles of Universal Design teachers are able to address mathematical content, reasoning and problem solving, as well as tailoring games to address students' individual needs.
Cost-Saving Partnership Structures,
2017
Bank Street College of Education
Cost-Saving Partnership Structures, Bank Street College Of Education
All Faculty and Staff Papers and Presentations
Residency partnerships can create structures that save dollars in the long run.
Improving The Practice And Culture Of Early Learning In Ohio,
2017
Duquesne University
Improving The Practice And Culture Of Early Learning In Ohio, Diana Morello-Deserio
Electronic Theses and Dissertations
How can preschool programs situated in public schools “get better at getting better?” This dissertation suggests a framework based on the principles of Improvement Science as one-way school districts can include preschool in their continuous improvement efforts. Document Analysis, is the method used to examine a continuous improvement protocol used in Ohio school districts known as The Ohio Improvement Process (The OIP Guide was the document analyzed). Additionally, Portraiture as “lived” experiences including both early learning educators and traditional school age leaders were reflected upon. The following research questions guided the study: What are the key operational components of the …
Early Years Transitions: Supporting Children And Families At Risk Of Experiencing Vulnerability: Rapid Literature Review,
2017
Australian Council for Educational Research (ACER)
Early Years Transitions: Supporting Children And Families At Risk Of Experiencing Vulnerability: Rapid Literature Review, Jacynta Krakouer, Pru Mitchell, Jenny Trevitt, Anita Kochanoff
Early Childhood Education
This rapid literature review on support for children and families at risk of experiencing vulnerability in early years transitions was commissioned by the Victorian Department of Education and Training. It sought to understand how Early Childhood Education and Care (ECEC) services, professionals and teachers could better support children at risk of vulnerability, and their families, during transitions. The transitions included are from home, out-of-home care (OOHC) and other programs/services to ECEC services and to school. In particular, this review focuses on the support needs of children who have experienced trauma, children living in out-of-home care, refugee children, and children who …
Confronting And Countering Bias And Oppression Through Early Childhood Policy And Practice: An Introduction. [Special Issue],
2017
Stephen F Austin State University
Confronting And Countering Bias And Oppression Through Early Childhood Policy And Practice: An Introduction. [Special Issue], Flora Farago, Colette Murray, Beth Blue Swadener
Faculty Publications
Across the globe, there has been sustained anti-bias and anti-oppressive scholarship and policywork addressing social inclusion in early childhood and teacher education, grounded in the work of Louise Derman-Sparks and the ABC Task Force, 1989 (Kumishiro, 2000; Murray & Urban, 2012; Swadener, Aquino-Sterling, Nagasawa, & Bartlett, 2009). In this special issue, contributors address a range of social inclusion focused policies and practices across continents, including the challenges and opportunities of implementing anti-bias education. This kind of research takes a principled stance as it works to ameliorate, and eventually eliminate, exclusionary practices impacting young children and their families. The primary goal …
Anti-Bias Or Not: A Case Study Of Two Early Childhood Educators,
2017
Stephen F Austin State University
Anti-Bias Or Not: A Case Study Of Two Early Childhood Educators, Flora Farago
Faculty Publications
This work examines anti-bias teaching practices through a case study of two early childhood educators working in classrooms with 4- to 5-year-old children. The educators self-identified that they intentionally addressed diversity in their classrooms using the anti-bias curricular approach (Derman-Sparks & the ABC Task Force, 1989). Specifically, the study explored how early childhood educators used anti-bias practices, and how educators discussed race and gender with young children. The methodology involved semi-structured interviews, naturalistic observations of educator-child interactions, and a survey of educators’ beliefs and classroom practices regarding race and gender. Findings indicated that educators felt more comfortable and skilled at …
