Pre-Elementary, Early Childhood, Kindergarten Teacher Education Commons^™

The Diffusion Of The Reggio Emilia Approach Among Early Childhood Teacher Educators In South Carolina, Julie Hartman

All Dissertations

Growing numbers of U.S. educators are traveling to the northern Italian town of Reggio Emilia to study the innovative, arts-based approach to early education developed in the town's municipal infant-toddler and pre-primary programs now commonly referred to as the Reggio Emilia Approach. And though there is no way of knowing exactly how many educators and early childhood programs across the U.S. are currently making use of the approach, increasing numbers of U.S. colleges and universities are including the approach in both their ECE teacher preparation as well as campus child development programs, suggesting the Reggio Emilia Approach (REA) is diffusing …

Intensive Professional Development In Early Literacy Instruction For Preschool Teachers, Rebecca Brinks

Dissertations

This study assesses the efficacy of using an intensive professional development program to improve preschool teachers' practices related to early literacy. A mixed methods approach was employed to review secondary data from a federally-funded Early Reading First Grant. The population studied consisted of thirty-one preschool teachers at four diverse programs serving low income children located in the mid-western urban community of Grand Rapids, Michigan.

The intensive professional development used in this study resulted in significant improvements in the mean scores for all areas of the Early Language and Literacy Classroom Observation (ELLCO) when comparing baseline to the final scores in …

Breaking The Math Barrier, Bilqees Patel

Institute for Educational Development, Karachi

No abstract provided.

Differentiating Instruction: What Does It Look Like When Utilized In A Kindergarten Classroom?, Andrea L. Concordia

Theses and Dissertations

The purpose of this study is to determine whether or not students are successful when differentiated instruction is used in the classroom. By breaking students up into smaller groups and utilizing guided reading this study seeks to determine whether or not students are successful when instruction is geared to each individual's instructional level. The students in this study were broken up into four small groups and taught guided reading three times a week for twelve to fifteen minutes each over a period of three weeks. Through observations and reflections and pre and post assessments the study showed that differentiating instruction …

Phonemic Awareness: The Nature And Role In Reading Acquisition, Toni Michelle Paganelli

All Graduate Projects

Phonemic awareness and its link to reading are a current topic in education. Research has shown that the two are interrelated and those students lacking in phonemic awareness are at a higher risk for reading failure. The terms phonemic awareness and phonics tend to be used simultaneously, but phonemic awareness is not the same as phonics. Children can naturally acquire phonemic awareness through their environment. However, children who are lacking phonemic awareness can be taught using many different methods and materials in the classroom. Within phonemic awareness there are many different skills. These skills can be tested using commercially produced …

How Can Learning Centers Be Used To Support Classroom Instruction And Promote Critical Thinking In A Kindergarten Classroom?, Amelia M. Pellegrino

Theses and Dissertations

The purpose of this study was to examine how learning centers can be used in the Kindergarten classroom to support regular classroom instruction and encourage students to think critically. This qualitative study used observations, interviews, surveys, student work samples, photographs, and discussions to collect information about the effectiveness of learning centers in the classroom. Sixteen Kindergarten students participated in learning center activities planned and implemented by the researcher to examine how the learning centers related the curriculum and whether the activities encouraged students to think critically about the content. The researcher found that the Kindergarten students showed improvement in their …

Pediatric School Psychology Service Delivery: Benefits And Barriers , Emily D. Warnes, Kathryn E. Woods, Carrie A. Blevins, Katie Magee, Michelle S. Swanger-Gagne, Heather E. Magee, Susan M. Sheridan

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

Children with Multifaceted Needs
Pediatric School Psychology
Roles of Pediatric School Psychologists
Training in Pediatric School Psychology
Pediatric School Psychology Training at the University Nebraska-Lincoln (UNL)
Previous Research Related to UNL’s Model of Pediatric School Psychology
Purpose and Research Questions
Measures
Procedures Return Rate

Handouts For “Pediatric School Psychology Service Delivery: Benefits And Barriers”, Emily D. Warnes, K.E. Woods, C.A. Blevins, K.L. Magee, M.S. Swanger-Gagne, H.E. Magee, Susan M. Sheridan

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

Handouts for “Pediatric school psychology service delivery: Benefits and barriers”

Group-Based Conjoint Behavioral Consultation: Responsive Support For Students’ Needs, Michelle S. Swanger-Gagne, Stanley A. Garbacz, Amanda L. Witte, Gina Kunz, Kathleen A. Gill-Hraban, Susan M. Sheridan

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

To present skills and methods for making consultation
-Efficient and responsive to time constraints
-Streamlined-manualized
-Effective

To present skills that will help consultants meet
-Relationship building goals
-Content goals of each consultation phase

Handouts For “Group-Based Conjoint Behavioral Consultation: Responsive Support For Students' Needs”, M.S. Swanger-Gagne, Stanley A. Garbacz, Amanda L. Witte, Gina Kunz, K.A. Gill-Hraban, Susan M. Sheridan

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

Handouts for “Group-based conjoint behavioral consultation: Responsive support for students' needs”

Quality In Early Childhood Education: Assessing Early Child Development - A Holistic Approach For Ages 3-6 Years, Seema Lasi, Sanober Nadeem, Irum Fatima

Book Chapters / Conference Papers

Early childhood lays strong foundations for adulthood. Experiences, positive or negative, during this period have long-lasting effects. The purpose of this paper is to underscore the need for an integrated approach towards early years, particularly pre-school period (3 to 6 years). The article also introduces to ‘Record of Early Childhood Growth and Development’ developed by Human Development Programme of Aga Khan University to measure holistic child development.

Reconsidering Teacher Professional Development Through Constructivist Principles, Kathryn Kinnucan-Welsch

Teacher Education Faculty Publications

Constructivism has been discussed from multiple perspectives, including philosophical, psychological, social, and educational. These perspectives, of course, overlap when we shape what we do in the day-to-day realities of teaching and learning. The perspective that I bring to this chapter describing the professional development of teachers is that constructivism is a theory of learning that suggests that individuals make meaning of the world through an ongoing interaction between what they already know and believe and what they experience. In other words, learners actively construct knowledge through interactions in the environment as individuals and as members of groups.

It is from …

Using A Creative Intervention To Increase Self-Disclosure Among Mandated Juveniles With Co-Occurring Disorders, Faith Drew, George W. Bitar, Robert Gee, Chad Graff, Paul R. Springer

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

Counselors providing treatment within the juvenile justice system encounter numerous challenges that are inherent in working with this population. One of the challenges includes providing treatment to adolescents who are entering the juvenile justice system with co-occurring mental health and substance use disorders. Given the challenges, creative interventions that enhance client motivation and the therapeutic relationship are especially needed. The purpose of this article is to propose a creative intervention that may enhance the therapeutic relationship, increase client investment in treatment. and facilitate client self-disclosure. A case illustration will be used to illustrate the intervention.

African Centered Schooling: Facilitating Holistic Excellence For Black Children, Tonia Renee Durden

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

During the early 1970s, scholars, parents, and educators began a campaign for schooling experiences that were culturally affirming for Black children. This community of concerned individuals vested their energy and support in schools that subscribed to a worldview and ideology of education that focused on enriching the holistic development of children. The product of these efforts is known as the African centered school movement. To capture how African centered schooling has striven to awaken and invoke the natural genius of Black students, I focus my discussion on the history as well as the ideology and pedagogy of the African centered …

Teacher Education, Motivation, Compensation, Workplace Support, And Links To Quality Of Center-Based Child Care And Teachers’ Intention To Stay In The Early Childhood Profession, Julia C. Torquati, Helen Raikes, Catherine Huddleston-Casas

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

The purposes of this study were to present a conceptual model for selection into the early childhood profession and to test the model using contemporaneous assessments. A stratified random sample of center-based child care providers in 4 Midwestern states (n = 964) participated in a telephone interview, and 223 were also assessed with the Early Childhood Environment Rating Scale—Revised or the Infant–Toddler Environment Rating Scale to rate global observed quality, and the Caregiver Interaction Scale to rate interactional quality. When the model was tested with infant–toddler and preschool teachers combined, having a Child Development Associate (CDA) predicted global observed quality, …

Once Upon A Time: A Model Literature Based Approach To Teaching Social Studies In Early Childhood, Kristi Louisa Martone

All Graduate Projects

The purpose of this project was to design an early childhood social studies curriculum that integrated the use of children's literature, to be used in early childhood classrooms. Listening to and reading stories about social studies topics helps students to see the importance of various social studies issues and will allow them to connect personally with the theme by completing a wide range of related activities. National and state standards require students to understand many social studies concepts and using children's literature as a vehicle for learning the required standards can help students see the idea that social studies relates …

An Analysis Of Ranks And Factors Contributing To K-12 Website Accessibility And Usability For People With Visual And Auditory Disabilities, Frank A. Cappelle

Seton Hall University Dissertations and Theses (ETDs)

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The Impact Of Abbott V. Burke On Community-Based Preschool Teachers Education Employability, And Pedagogical Competencies, Collen Malleo

Seton Hall University Dissertations and Theses (ETDs)

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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 …

From The Co-Editors

Journal of Science Education for Students with Disabilities

No abstract provided.