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Articles 151 - 171 of 171

Full-Text Articles in Pre-Elementary, Early Childhood, Kindergarten Teacher Education

Building Conceptual Understanding Through Vocabulary Instruction, William H. Rupley, William Dee Nichols, Maryann Mraz, Timothy R. Blair Jul 2012

Building Conceptual Understanding Through Vocabulary Instruction, William H. Rupley, William Dee Nichols, Maryann Mraz, Timothy R. Blair

Reading Horizons: A Journal of Literacy and Language Arts

Instructional design is an integral part of a balanced approach to teaching vocabulary instruction. This article presents several instructional procedures using research-based vocabulary strategies and explains how to design and adapt those strategies in order to reach desired learning outcomes. Emphasis is placed on research-based principles that guide effective vocabulary instruction and on the importance of incorporating vocabulary instruction into all phases of the reading lesson framework--before, during, and after reading (Blair, Rupley, & Nichols 2007; Vacca, Vacca, & Mraz 2011). Vocabulary instruction should encourage students to make associations and accommodations to their experiences and provide them with varied opportunities …

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The Professional Development Practices Of Two Reading First Coaches, Charlotte A. Mundy, Dorene D. Ross, Melinda M. Leko Jul 2012

The Professional Development Practices Of Two Reading First Coaches, Charlotte A. Mundy, Dorene D. Ross, Melinda M. Leko

Reading Horizons: A Journal of Literacy and Language Arts

To establish job-embedded, ongoing professional development recent policies and initiatives required that districts appoint school-based coaches. The Reading First Initiative, for example, created an immediate need for coaches without a clear definition of coaches’ responsibilities. Therefore, the purpose of this case study was to investigate how two Reading First coaches interpreted and enacted their professional development responsibilities. Cross-case analyses identified similarities and differences in coaches’ enactments. Findings revealed that while each coach engaged in similar professional development responsibilities (e.g. modeling, observing, and classroom walkthroughs) their approach to these responsibilities differed — collaborative versus expert driven. These differences in approaches indicate …

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Perceived Efficacy Of Beginning Teachers To Differentiate Instruction, Michelle K. Casey, Robert K. Gable May 2012

Perceived Efficacy Of Beginning Teachers To Differentiate Instruction, Michelle K. Casey, Robert K. Gable

Teacher Education

A two-phase, sequential mixed-methods design was used to assess perceptions of teacher efficacy (10 item survey, alpha = .90) to differentiate instruction for N = 36 graduates from one MAT teacher preparation program. Research questions addressed levels of self-efficacy, perceptions of preparedness, teaching tenure, and number of certifications held. Data were analyzed using descriptive statistics, one-way ANOVA and t-test procedures. A focus group with N = 10 purposively selected 2010 graduates and interviews with N = 2 graduates each from the 2008 and 2009 classes, and N = 2 faculty were conducted. No significant relationships were found for tenure and …

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Does A Co-Learner Delivery Model In A Mathematics Methods Course Affect Pre-Service Teacher Candidates’ Self-Efficacy In Teaching Mathematics?,, John J. Ribeiro, Denise Demagistris Apr 2011

Does A Co-Learner Delivery Model In A Mathematics Methods Course Affect Pre-Service Teacher Candidates’ Self-Efficacy In Teaching Mathematics?,, John J. Ribeiro, Denise Demagistris

Teacher Education

This study is related to a previous study (Ribeiro, 2009) that examined teachers’ perceptions of teaching self-efficacy. In the first study the sample consisted of two groups of teachers that took the same professional development course in mathematics. The comparison group took the course in their school district with other teachers and the experimental group took the course with pre-service teachers in a university classroom. After completing the course, both groups were measured in three dimensions of teaching self-efficacy: student engagement, instructional strategies, and classroom climate. Findings indicated that although both groups had significant gains in self-efficacy toward teaching mathematics …

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Objective Physical Activity And Sleep Characteristic Measurements Using A Triaxial Accelerometer In Eight Year Olds, Susan Ann Harrington Jan 2011

Objective Physical Activity And Sleep Characteristic Measurements Using A Triaxial Accelerometer In Eight Year Olds, Susan Ann Harrington

Wayne State University Dissertations

Background: Secular trends demonstrate that young children are less active and sleep less. Inequity in an individual's energy balance is known to have poor health outcomes. Academic achievement, academic behavior, and weight status are proxy indicators for health and psychosocial outcomes in this study. Current guidelines in place for sleep and physical activity in childhood are the result of data collected in the form of self-reports. Quantification and qualification of physical activity dimensions and sleep characteristics are essential not only for the purpose of clearly establishing parameters but also for the intent of verifying optimal health outcomes and evaluating interventions …

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The Effects Of School Home Communication And Reading Fluency In Kindergarten Children, Farjana Khan Jan 2011

The Effects Of School Home Communication And Reading Fluency In Kindergarten Children, Farjana Khan

Walden Dissertations and Doctoral Studies

Many researchers have documented that reading fluency scores continue to be a national concern for the United States and have suggested that early reading failure has long-term detrimental effects on society. However, much less is known regarding specific interventions that could reduce this concern. Investigators in other studies have suggested the development of early school-home partnerships to improve reading scores. The purpose of this quasi-experimental study was to evaluate the effectiveness of a systematic school-home intervention to improve reading fluency scores. Following the theoretical foundation of emergent literacy theory and Joyce Epstein's framework, the research question focuses on the association …

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Solo But Not Separate: Preparing 21st-Century School Library Professionals Who Can "Go It Alone", Becky Pasco Jan 2011

Solo But Not Separate: Preparing 21st-Century School Library Professionals Who Can "Go It Alone", Becky Pasco

Teacher Education Faculty Publications

Preparing school librarians for a diverse array of 21st-century educational environments is a daunting task. Faculty in school library preparation programs send candidates out into sparsely populated rural areas, dense urban settings, and everything in between. Some candidates will provide services and resources in updated, modern facilities, while others will operate in tiny, tattered little corners. Some new professionals will ply their trade in technically rich arenas, while others will work in technically starved settings. Regardless of place and space, resources and services must be developed and delivered in a proactive and productive manner for the P—12 community. School library …

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The Relationship Of Personality Traits To Satisfaction With The Team: A Study Of Interdisciplinary Teacher Teams In Rhode Island Middle Schools, Michele D. Humbyrd, Robert K. Gable Oct 2010

The Relationship Of Personality Traits To Satisfaction With The Team: A Study Of Interdisciplinary Teacher Teams In Rhode Island Middle Schools, Michele D. Humbyrd, Robert K. Gable

Teacher Education

Shared practice in schools has emerged; teachers are moving from isolation to team collaboration where personality traits could be related to quality interactions. Team personality traits and team satisfaction were examined. A survey and interview approach was used for N = 244 full-time teachers from N = 49 interdisciplinary teams at N = 7 middle schools. Descriptive, correlational, multiple regression analyses and coded themes about team members’ personalities and interactions were employed. No significant relationships were found between the BFI traits and Satisfaction with the Team. Team-level analysis indicated a significant negative correlation between Satisfaction with theTeam and Extraversion and …

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Educating Children About Global Issues, Ali Nawab Sep 2010

Educating Children About Global Issues, Ali Nawab

Professional Development Centre, Chitral

No abstract provided.

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Understanding The Nature Of Learning Disorders In Pakistani Classooms, Kausar Waqar, Nilofar Vazir Feb 2010

Understanding The Nature Of Learning Disorders In Pakistani Classooms, Kausar Waqar, Nilofar Vazir

Institute for Educational Development, Karachi

No abstract provided.

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The Use Of Handheld Devices For Improved Phonemic Awareness In A Traditional Kindergarten Classroom, Cristy Ann Magagna-Mcbee Jan 2010

The Use Of Handheld Devices For Improved Phonemic Awareness In A Traditional Kindergarten Classroom, Cristy Ann Magagna-Mcbee

Walden Dissertations and Doctoral Studies

Effective teaching strategies that improve the development of phonemic awareness are important to ensure students are fluent readers by third grade. The use of handheld devices to improve phonemic awareness with kindergarten students may be such a strategy, but no research exists that evaluates the use of these devices. This study explored the effectiveness of Bee-Bot handheld devices in kindergarten classrooms to teach phonemic awareness. A 4-month sequential mixed-methods study was conducted in four classrooms: two that used Bee-Bot handheld devices in phonemic awareness lessons and two that never used the devices. The score gain (Fall 2009 to Winter 2010) …

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Managing Conflict In The Classroom, Saima Khalid, Syeda Imrana Raza Jun 2009

Managing Conflict In The Classroom, Saima Khalid, Syeda Imrana Raza

Institute for Educational Development, Karachi

No abstract provided.

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Does A Co-Learner Delivery Model In Professional Development Affect Teachers’ Self-Efficacy In Teaching Mathematics, John J. Ribeiro, Denise Demagistris May 2009

Does A Co-Learner Delivery Model In Professional Development Affect Teachers’ Self-Efficacy In Teaching Mathematics, John J. Ribeiro, Denise Demagistris

Teacher Education

A mixed method study is reported examining teacher efficacy regarding professional development in mathematics instruction for two groups of teachers: in building with peers (N=17) and MAT student co-learners in the classroom (N=14). An end-of-course survey, focus group interviews and pre-post data for the Teacher Self Efficacy Scale were used to investigate:1. What is the difference in teachers’ efficacy regarding mathematics instruction based on the professional development delivery system they experienced? 2. What are teachers’ perceptions of their professional development with peers conducted onsite in district compared with professional development with peers and preservice teachers at a university setting? Descriptive …

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Expectations For Career And Social Support By Mentors And Mentees Participating In Formal Elementary And Secondary School Mentoring Programs, Monique Jacob, Robert K. Gable May 2009

Expectations For Career And Social Support By Mentors And Mentees Participating In Formal Elementary And Secondary School Mentoring Programs, Monique Jacob, Robert K. Gable

Teacher Education

Teacher shortages are a nationwide concern, attributable primarily to high attrition rates among new teachers (Ingersoll, 2003; Ingersoll & Kralik, 2004; Ingersol & Smith, 2004). Ingersoll and Kralik (2004) claimed that an estimated 50% of new teachers left the profession within their first 5 years. Reasons for leaving include: isolating and non-supportive teaching environments, poor working conditions and overwhelming teaching assignments (Alliance for Excellent Education, 2005). To support beginning teachers, Rhode Island passed legislation requiring districts to develop a mentoring process (Law 16-7.1-2 Accountability for Student Performance). One variable measuring mentoring success is how closely participants’ expectations for the relationship …

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A Study Of The Impact Of Imagination Library Participation On Kindergarten Reading Achievement, Lisa Embree Jan 2009

A Study Of The Impact Of Imagination Library Participation On Kindergarten Reading Achievement, Lisa Embree

Walden Dissertations and Doctoral Studies

Very little research has been conducted on the impact of the Imagination Library, a Tennessee based reading program, on student reading achievement. Therefore, the purpose of this cross-sectional explanatory study was to test whether Imagination Library program participation had an impact on reading achievement for kindergarten students from 3 rural elementary schools. The theoretical basis for this study was Vygotsky's sociocultural theory, the process of scaffolding, and language learning models. ANOVA was used to test the hypothesis that reading achievement for participants was significantly different from nonparticipants and was also used to test the hypotheses of relationships between reading achievement …

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Value Of Traditional Games, Saima Khalid Dec 2008

Value Of Traditional Games, Saima Khalid

Institute for Educational Development, Karachi

No abstract provided.

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Relationship Among Essential Leadership Preparation Practices And Leader, School, And Student Outcomes In K-8 Schools, Donna Braun, Robert K. Gable, Stacey L. Kite Oct 2008

Relationship Among Essential Leadership Preparation Practices And Leader, School, And Student Outcomes In K-8 Schools, Donna Braun, Robert K. Gable, Stacey L. Kite

K-12 Education

A questionnaire was administered to school principals (N=88). The questionnaire data, along with student data, were analyzed using hierarchical multiple regression to investigate the relationships among leadership preparation practices, self rated leader behavior, the school learning environment, and student achievement. After controlling for demographic variables, the amount of variance explained was incremented a statistically significant degree between: preparation practices and leader behaviors ( R2 = 5%); preparation practices and student achievement ( R2 = 5%); preparation practices and leaders’ instructional knowledge ( R2 = 6%); and leaders’ instructional knowledge and instructional practices in schools ( R2 = 5%).

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Relationship Among Essential Leadership Preparation Practices And Leader, School, And Student Outcomes In K-8 Schools, Donna Braun, Robert K. Gable, Stacey L. Kite Oct 2008

Relationship Among Essential Leadership Preparation Practices And Leader, School, And Student Outcomes In K-8 Schools, Donna Braun, Robert K. Gable, Stacey L. Kite

Teacher Education

A questionnaire was administered to school principals (N=88). The questionnaire data, along with student data, were analyzed using hierarchical multiple regression to investigate the relationships among leadership preparation practices, self rated leader behavior, the school learning environment, and student achievement. After controlling for demographic variables, the amount of variance explained was incremented a statistically significant degree between: preparation practices and leader behaviors (R2 = 5%); preparation practices and student achievement (R2 = 5%); preparation practices and leaders’ instructional knowledge (R2 = 6%); and leaders’ instructional knowledge and instructional practices in schools (R2 = 5%).

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The Impact Of Daily Writing On Kindergarten Students' Phonemic Awareness., C. A. Snell Jan 2007

The Impact Of Daily Writing On Kindergarten Students' Phonemic Awareness., C. A. Snell

Walden Dissertations and Doctoral Studies

The purpose of this quantitative study was to determine whether or not a significant relationship exists among daily writing and student growth in phonemic awareness. The study also considered the impact of writing on the phonemic awareness development of students at different literacy levels. Although studies exist on the importance of phonemic awareness development in reading acquisition, a deficit exists examining the correlation among daily writing and the phonemic awareness development of students representing different literacy levels. Forty students in an experimental group engaged in daily writing opportunities, while 37 students in the control group engaged in less frequent writing …

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From The Co-Editors Jan 2007

From The Co-Editors

Journal of Science Education for Students with Disabilities

No abstract provided.

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Technology And Its Implications For Early Childhood Educators: Considering The Microcomputer In The Kindergarten, Linda Lasalle Campbell Jan 1985

Technology And Its Implications For Early Childhood Educators: Considering The Microcomputer In The Kindergarten, Linda Lasalle Campbell

UNF Graduate Theses and Dissertations

Kindergarten teachers can effectively and sensitively integrate the microcomputer into a curriculum which strives to meet the needs of the total child. This study indicates, through a review of professional journals and current books on the microcomputer in education, the need for technological skills. It demonstrates the presence of microcomputers in today's schools, even in the early years. Uses of the microcomputer in the kindergarten classroom are presented for consideration. Recommendations are included which call for informed and caring teachers to use the microcomputer to meet the social, emotional, and cognitive needs of the individual child.

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