Early Childhood Education Commons^™

Nebraska Child Care Market Rate Survey Report 2019, Greg W. Welch, Elizabeth Svoboda, Amanda Garrett, Kathleen C. Gallagher, Molly Goldberg, Alexandra Daro

Buffet Early Childhood Institute Reports and Publications

The Child Care and Development Block Grant (CCDBG) Act of 2014 was reauthorized with renewed emphasis placed on the Child Care and Development Fund (CCDF) program, which seeks to provide equal access to quality child care for families. The CCDF program is necessary to ensure children from low-income families have the opportunity to experience stable, high-quality early experiences while their parents experience a pathway to economic stability. A primary goal of the CCDF program is to ensure that low-income families receive CCDF funds to help them access quality child care in the same manner as families that pay the full …

Typical Peers’ Perceived Self-Efficacy Towards Including Students With Autism Spectrum Disorder, Elizabeth A. Caldwell

Theses and Dissertations--Educational, School, and Counseling Psychology

One in 59 children is identified as having an Autism spectrum disorder (ASD). The Individuals with Disabilities Education Act (IDEA) mandates that students with disabilities be educated in the general education setting with typical peers to the maximum extent possible. This practice of inclusion has led to increased social-isolation and peer rejection among students with ASD. Research suggests inclusion alone without implementing peer intervention training is ineffective in fostering positive interactions between students with ASD and their typical peers. Therefore, the purpose of this study is to contribute to the literature by evaluating a peer educational intervention designed to promote …

Training Teachers In Inclusive Preschool Classrooms To Monitor Child Progress And Make Data-Based Decisions Through Direct Behavioral Observation, Collin Niles Shepley

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

Progress monitoring and data analysis are essential skills needed by classroom teachers within the implementation of multi-tiered systems of support for making data-based decisions about student progress and instruction. Within the early childhood MTSS research, consideration of teacher-collected progress monitoring data followed by data-based decision-making is rare. To provide teachers with a robust progress monitoring strategy, I trained preschool teachers of inclusive classrooms to use direct behavioral observations to collect data and inform their instruction.

The project experimentally evaluated teachers’ generalization of acquired behaviors within the context of a single-case research design. The project’s independent variable, teacher training, consisted of …

Risk Factors For Depression Among Early Childhood Teachers, Amy Roberts, Kathleen C. Gallagher, Alexandra Daro, Iheoma U. Iruka, Susan Sarver

Buffet Early Childhood Institute Reports and Publications

This study examined possible risk factors associated with teachers’ depression in a variety of early childhood settings. Teachers with lower pay, no health insurance, multiple jobs, greater job stress, and more adult-centered beliefs reported more symptoms of depression. To reduce these symptoms, efforts should be made to support teachers’ mental health at multiple levels, including individual, environmental, and policy.

Researchers used data collected in 2015-16 from a large survey of early childhood educators in Nebraska. Four early childhood settings were sampled: licensed family child care homes (home-based), licensed child care centers (center-based), state-funded PreK programs, and elementary schools serving children …

A Promising Start For Early Childhood Development And The Law, Clare Huntington

Faculty Scholarship

Examining the role of the law in early childhood development is not new; several legal scholars have engaged in such an inquiry, including scholars at this symposium. But this engagement has not led to a sustained debate about how the legal system can foster early childhood development, nor has it yet led to the integration of legal scholars into the interdisciplinary research on, and policy debates about, early childhood. I have argued that the creation of a new subdiscipline in family law — early childhood development and the law — would achieve these goals, sparking debate within law, bringing a …

Does Leadership Exist In Early Childhood Education In Tanzania?, Fortidas Bakuza

Institute for Educational Development, East Africa

Early Childhood Education (ECE) is the part of basic education that lays the foundation to the other levels of education. It is an area that requires leadership specialization based on the importance of this level and the age of children served and the current literature suggest that the nature and context of ECE makes it unique and worthy of independent examination and support mechanisms for quality improvement. This paper presents findings from a larger study conducted in Tanzania, East Africa to assess the differences between stated and implemented policies in Early Childhood Education leadership and it identifies issues such as …

Transforming The Teacher Development Trajectory, Bank Street College Of Education

All Faculty and Staff Papers and Presentations

Teacher preparation programs that work for everyone—preparation providers, districts, and aspiring teachers—rely on strong partnerships. Residency programs bring districts and providers together to support sustained clinical practice for candidates and create aligned goals throughout the program, linking teacher preparation to success in the classroom.

Money Matters, Bank Street College Of Education, Prepared To Teach, Bank Street College

All Faculty and Staff Papers and Presentations

This short document summarizes the research supporting a unified P-20 system and how teacher residencies can bring us closer to achieving that goal.

Prepared To Teach National Network, Bank Street College

All Faculty and Staff Papers and Presentations

A two page summary of the Prepared To Teach National Network of teacher residencies.

Professional Preparation, Bank Street College Of Education

All Faculty and Staff Papers and Presentations

Part of being a professional is completing quality preparation. But teachers don't necessarily receive rigorous, extended practice as other professions do—and notably, they don't get paid for their work when they do.

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

Effects Of A Sensory Diet On Attention And Participation In Children With Autism, Leighanne Smith-Mrkaja

Theses and Dissertations

This applied dissertation was designed to provide initial knowledge regarding sensory diets and sensory-based interventions. The need for classroom-based sensory interventions are not always considered, especially with the high number of students diagnosed with ASD at the researcher’s school. Often sensory intervention may not be considered educationally relevant, especially in the prekindergarten level. With the proper training and materials, as well as the guidance of the school-based occupational therapist, teachers, other therapists, classroom assistants, parents, and school-based staff might be able to utilize sensory-based activities like sensory diets to increase participation, positive behaviors, and attention. The following applied research study …

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 …

The Development Of Social–Emotional Skills In Pre-Primary Children: A Comparison Of Parent, Teacher And Combined Coaching Programs, Nichola Lucia Webb

Theses: Doctorates and Masters

The development of social–emotional skills is pivotal in generating positive outcomes for mental health and wellbeing throughout the childhood period and into later life (Hertzman, 2004; Moore, 2006; Sosna & Mastergeorge, 2005). While research has explored the effects of parent and teacher influences on young children’s social–emotional skills, most studies have either focussed on high-risk child populations, compared single influences with each other (e.g., parent versus teacher) or compared one combined group of influences with a control group. Few studies have directly compared the separate effects of parent, teacher and peer components to assess which are more successful in the …

[Introduction To] Yesternight: A Story For Those Whose Days Cannot Contain All Their Dreams, Linda B. Hobgood

Bookshelf

Recent release Yesternight from Covenant Books author Linda Hobgood is a fascinating story designed to celebrate the potential of imagination, to treasure childhood dreams and remember them for a lifetime.

With this compelling book, the author seeks to persuade readers of all ages that even morning cannot quell our dreams so long as we keep recalling with joy each “yesternight.”

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 …

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 …