Early Childhood Education Commons^™

The Effect Of Classroom Context On Head Start Teacher Feedback, Jasmine Renee Ernst

Masters Theses & Specialist Projects

The Classroom Assessment Scoring System (CLASS, LaParo, Pianta, & Stuhlman, 2004) assesses quality of teacher social and instructional interactions with children, and classroom management and productivity. Prior research indicated low quality of feedback scores in programs serving low-income children (Early et al., 2005). The purpose of this study was to compare the quantity and quality of managing interaction utterances (i.e. a type of feedback) provided by Head Start teachers (N = 8) in two classroom contexts. Video-recorded book-reading and 20-minute center-time sessions in the fall and spring of a school year were used to assess managing interaction utterances in structured …

Confabulation In Individuals With Disorders Of The Corpus Callosum: Educational Implications, Cheryl Lynn Wright

Dissertations

Individuals with disorders of the corpus callosum (DCC) may have subtle cognitive differences. Historically, confabulation has been associated with DCC. Therapies to mitigate confabulation is a newly emerging field. This study explores the possible educational implications that those with DCC may experience with confabulation.

The community of people with DCC and the community of people who interact with individuals with DCC were surveyed to ascertain the prevalence of confabulation within the population of those with DCC. A subset of questions probed whether age and/or gender impact the rates of reported confabulation. The research paradigm included a section that covered the …