Early Childhood Education Commons^™

Re-Examining State Part C Early Intervention Program Coordinators’ Practices Through A Positive Lens On Leadership: A Qualitative Secondary Analysis, Sarika S. Gupta, Victoria Sherif, Xiaohan Zhu

The Qualitative Report

Part C early intervention is a program administered under the Individuals with Disabilities Education Act (2004) that provides services to eligible infants and toddlers with disabilities and their families. Part C coordinators oversee the program in states. This article presents an examination of state Part C program coordinators’ leadership practices. We conducted a qualitative secondary analysis to explore the practices that Part C program coordinators described using in a prior study on the processes, barriers, and solutions during a systems change. The present study used two new theoretical frameworks – organizational drivers for systems change and a strengths-based orientation – …

Effects Of Diglossia On The Acquisition Of Underlying Reading Processes: Toward Pragmatic Solutions, Mohammed R. Jouhar Phd

International Journal for Research in Education

The purpose of this systematic review was to investigate how diglossia hinders the acquisition of underlying reading processes of Arabic-speaking students and recommend pragmatic solutions that would help Arabic teachers in developing their students’ reading abilities. Results of the included studies showed that Arabic-speaking students lack standard phonemes, phonological and morphological patterns, and letters missing from their local Arabic vernaculars, which in turn, affect their word reading abilities. Nevertheless, it takes six years of systematic exposure to standard Arabic to close the linguistic gap between students’ oral and written language in terms of phonemes, letters, and phonological and morphological patterns. …

State Tax Strategies To Reduce Care Costs, Gabrielle Pepin

Employment Research Newsletter

No abstract provided.

Analysis Of Early Childhood Education And Learning Outcomes In The Pacific, Dan Cloney, Yung Nietschke, Jeffery Marshall

Early Childhood Education

There is strong evidence supporting early childhood education (ECE) programmes as an effective way to support children to have the best start in life, especially for the most disadvantaged children. When high‐quality programmes are established – where quality is assured, and barriers to participation eliminated – large positive effects are observed that are sustained into adulthood. Indeed, substantial positive returns on public investment in ECE programmes are reported. When low‐quality programmes are taken to scale in the market, however, smaller effects or no effects are observed. This is attributed to failure to get quality right. And when quality is too …

It Takes A Village: A Qualitative Study On Parent And Teacher Perceptions Of The Full-Service Community School Model And Its Influence On School Communities, Jackson Nyamwange

Seton Hall University Dissertations and Theses (ETDs)

Many school districts, particularly in inner-city communities, face numerous barriers to students’ academic success. Unfortunately, the school paradigm is not constructed to address the glaring social/emotional conditions affecting millions of children (Anderson-Butcher et al., 2017). As a result, educators and social reformers have urged school leaders to expand the public school mission by emphasizing community agencies to bridge the socio-economical gaps plaguing urban districts (Dryfoos, 1994; Dryfoos, 1998). The Full-Service Community School (FSCS) model involves collaboration with community organizations by making the school a hub for the community beyond typical academic services (Blank et al., 2003; Dryfoos, 1994; Dryfoos, 1998). …

Family-School Partnerships Forged During Videoconference Iep Meetings For Children Transitioning Between Early Intervention And Lea During Global Covid-19 Pandemic, Jennifer Tenore

Educational Studies Dissertations

Abstract In the spring of 2020, the global COVID-19 pandemic significantly impacted the world,

including public schools in the United States. During this time, Local Education Agencies (LEA) started to rely on videoconference platforms for Individualized Education Program (IEP) meetings. This phenomenological study investigated the experience of 12 participants, 7 school staff, and 5 parents from public schools in Connecticut. Three guiding questions focused on the participants’ experiences during the pandemic regarding: 1) the various ways they establish partnerships that bridge home and school as children transition from early intervention to school-based programming; 2) the factors and conditions they believe …

Moving Beyond Dosage And Adherence: A Protocol For Capturing Dimensions Of Active Child Engagement As A Measure Of Fidelity For Social-Emotional Learning Interventions, Brianna L. Devlin, Tanya M. Paes, Elyssa A. Geer, Lindsey M. Bryant, Tracy M. Zehner, Irem Korucu, Kathleen Morse, Robert Duncan, David J. Purpura, Sara A. Schmitt

Purdue Center for Early Learning Faculty and Staff Publications

Social-emotional competencies are important for school-readiness and can be supported through social-emotional learning (SEL) interventions in the preschool years. However, past research has demonstrated mixed efficacy of early SEL interventions across varied samples, highlighting a need to unpack the black box of which early interventions work, under what conditions, and for whom. In the present article we discuss the critical implementation component of active child engagement in an intervention as a potential point of disconnect between the intervention as designed and as implemented. Children who are physically present but unengaged during an intervention may lead to decreased average impacts of …

Unit #7: Steam Resources, Lindsey Herlehy, Cassandra Armstrong

Little STEAMers: Early Learning Program

No abstract provided.

Mandingo Parent Experiences And Language Use: A Phenomenological Study, Annet Asio Romain

Theses and Dissertations

This study examined first-generation Mandingo parents’ lived experiences in maintaining their native language with children 3–7 years old. A review of previous studies showed parents of dual language learner students had a positive attitude toward maintaining their native languages (M. Lee et al., 2015) and supporting bilingual programs in elementary school (Morgan, 2015). A phenomenological analysis method was used to gain an understanding of the participants’ lived experiences concerning language use with children ages 3–7 years inside and outside the home. The participants were selected using three criteria: they had to be first-generation Mandingo-speaking immigrants, they had to be willing …

Second Grade Language And Literacy Development Through Analysis Of Receptive And Productive Skills On The Nyseslat, Jasmin Varela

Theses and Dissertations

The future success of today’s students and our nation depends on how well prepared our students are to contribute to the globalized world of the 21st century. The population of English Language Learners (ELLs) is exploding in the United States. If students are not given the appropriate language scaffolds to learn English, ELLs will struggle academically, finding themselves ill-prepared for success in the workplace and their roles as active civic participants. This quantitative study focused on three cohorts (n = 25 each) of randomly selected second grade students enrolled in Dual Language Program, Transitional Bilingual Education Program, or English as …

Indigo Letters: Supporting Children Navigating Endings Through Letter Writing, Maggie Brummer

Graduate Student Independent Studies

In the realm of children’s literature, substantial resources are missing as it pertains to supporting students through the universal experience of navigating change, specifically something ending. Indigo Letters was inspired by Blue School’s closure at the end of the 2022-2023 school year. In conducting my own research, I quickly learned resources regarding this type of ending are nonexistent. Stories touching school closures are missing on Early Childhood bookshelves because prior to COVID-19, that was rarely a reality of private institutions. According to the Center For Educational Freedom, as of April 2021, there were “132 private schools that announced closures due …

Research Methods, Erica Weisgram Ph.D.

Sample module-themed coursework with Sesame Street examples

This module will explore the role of psychological research in the development of Sesame Street. Specifically, this module will look at the history of research in the development of the series, the process that is used in the development of the season, the formative research that is conducted, and the summative research that is conducted. Case studies of research conducted on the impact of Sesame Street on children’s development.

Body Image, Susan Geffen Ph.D.

Sample module-themed coursework with Sesame Street examples

This module will explore the concept of body image and the attitudes of today’s children, adolescents, and young adults towards their bodies. Through topical readings and video clips from Sesame Street and other media sources, students will examine external factors influencing the development of body image, such as societal expectations and social media, as well as the consequences to mental and physical health that result from maintaining a poor perception of one’s body. Students will investigate how positive body image may be cultivated among children and young people, and the techniques necessary to do so effectively.

History Of Sesame Street, Erica Weisgram Ph.D.

Sample module-themed coursework with Sesame Street examples

In this module, students will learn the history of Sesame Street in order to provide important context for other modules. Students will learn about the goals of the program as it was developed and some of the key players that conceptualized Sesame Street and brought it to production. Students will also begin to investigate the role of developmental psychology and research in the development of the program.

Homelessness, Emily F. Coyle Ph.D.

Sample module-themed coursework with Sesame Street examples

In this module, students will learn about the impact of homelessness and housing insecurity on child development. This topic is large, and instructors may consider focusing the scope on a particular arena of child development (e.g., academic vs. psychosocial outcomes). Students will learn about which children are at risk for experiencing homelessness and why, as well as the effect of experiencing homelessness on particular aspects of child development. Students will consider the value of including examples of those experiencing homelessness in child-directed media, such as Sesame Street.

Gender Development, Emily F. Coyle Ph.D., Erica Weisgram Ph.D.

Sample module-themed coursework with Sesame Street examples

In this module, students will learn about the development of gender role and identity, and gender stereotyping in child development. Materials include an emphasis on major theories of gender development as well as contemporary research in gender diversity including transgender child development. Students will learn how Sesame Street addresses issues around gender stereotyping and gender diversity.

Peer Relationships & Friendship, Jill M. Swirsky Ph.D.

Sample module-themed coursework with Sesame Street examples

In this module, students will discuss some of the important factors surrounding peer relationships and friendships. What does it mean to be a friend? How can we teach children to resolve conflict in friendships? How can peer pressure influence behavior? Using clips from Sesame Street and other children’s media, students will consider these, and related, questions about the power of peers.

Identity, Susan Geffen Ph.D.

Sample module-themed coursework with Sesame Street examples

This module will explore the various ways in which people form and perceive their identity. Students will use topical readings and Sesame Street video clips to learn how identity is formed, what identities are most recognized in oneself, and how other people can influence change in identities (parents, friends, culture). Students will participate in activities about their own identities as well as develop activities for others.

Nebline, November/December 2023

NEBLINE Newsletter Archive from Nebraska Extension in Lancaster County

Students Engaged in Culinary Experience With Local and Indigenous Foods

Recipes of the Month: Brownie Batter Hummus and Bison Pizza Topping by Alyssa Havlovic

Time to Order Tree Seedlings

Love Gardening? Become a Master Gardener!

Garden Guide: Things to Do This Month

ProHort Lawn & Landscape Update

Upcoming Green Industry Conferences

Problematic Frozen Pipes Can be Prevented With Routine, Pre-Winter Maintenance by Becky Schuerman

Successful Farmer Series Will Dig Into Cropping Systems Hot Topics

Cover Crop Grazing Conference, Nov. 7

Pester the Pests or Leave the Leaves? by Kait Chapman

Promoting Language Development in Young Children by Hayley Jackson

Heart …

Concern, Conflict, And Chaos: Nebraska Educator Experiences During The Pandemic, Amanda Witte, Amanda Prokasky, Courtney Boise, Renata T.M. Gomes, Gwen Nugent, Susan Sheridan

Nebraska Center for Research on Children, Youth, Families, and Schools: Faculty Publications

During the spring of 2020, Nebraska’s 983 public schools sat vacant, and Nebraska’s 329,290 Pre-Kindergarten to Grade 12 students were learning in environments other than school. Educators were expected to pivot quickly from traditional classroom instruction to remote experiences. Understanding the effects of the pandemic on educators is necessary to effectively meet their needs and the needs of students. The purpose of this study was to identify and describe the experiences of Nebraska’s urban and rural PreK–Grade 12 educators during the early stages of the COVID-19 pandemic. In surveys collected in July 2020, participants (i.e., superintendents, principals, and teachers) completed …