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You searched for +publisher:"Temple University" +contributor:("Carter, Virginia;"). Showing records 1 – 2 of 2 total matches.

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Temple University

1. Allison, Jean Caramanico. Electronic Picturebooks: Do they Support the Construction of Print Knowledge in Young Emergent Literacy Learners?.

Degree: PhD, 2016, Temple University

Educational Psychology

This dissertation presents the results of an intervention study examining whether electronic picturebook applications on a tablet computer support the development of print knowledge in preschool age children in low literacy childcare environments. Print knowledge is one of the earliest literacy skills to develop and there is evidence that children who enter kindergarten without this skill are less likely to be reading on grade level two years later (Piasta et al., 2012; Whitehurst & Lonigan, 1998). Since print knowledge is so critical for later literacy development, it is important to make sure that all children acquire this capacity. The sample for this study consisted of 3 and 4 year old children who attended six low literacy classrooms in four childcare centers located in Delaware and Chester Counties. Classrooms were randomly assigned as either experimental or control. A tablet computer preloaded with interactive electronic picturebooks was added to the experimental classroom for children to interact with during free play. Teachers were told not to use the tablet for individual, small or large group reading and there were no other changes to the literacy environment. Children were allowed to play with the tablet as a free choice activity. There were no changes to the literacy environment of the control classrooms. A pre-test/post-design using the Get Ready To Read Screening tool measured changes in children’s print knowledge learning over the three month period of time in which the study was conducted. The quality of the literacy environment was measured at the beginning and end of the study. Additional data were gathered through teacher and family questionnaires and classroom observation. The frequency and duration of tablet use was also tracked. The results indicate that there were no positive significant differences in print knowledge from pre to post test. This indicates that the teacher is still the most critical component of the emergent literacy environment.

Temple University – Theses

Advisors/Committee Members: DuCette, Joseph P.;, Schifter, Catherine, Farley, Frank, Carter, Virginia;.

Subjects/Keywords: Early childhood education; Teacher education; Reading instruction;

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Allison, J. C. (2016). Electronic Picturebooks: Do they Support the Construction of Print Knowledge in Young Emergent Literacy Learners?. (Doctoral Dissertation). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,405518

Chicago Manual of Style (16th Edition):

Allison, Jean Caramanico. “Electronic Picturebooks: Do they Support the Construction of Print Knowledge in Young Emergent Literacy Learners?.” 2016. Doctoral Dissertation, Temple University. Accessed February 25, 2020. http://digital.library.temple.edu/u?/p245801coll10,405518.

MLA Handbook (7th Edition):

Allison, Jean Caramanico. “Electronic Picturebooks: Do they Support the Construction of Print Knowledge in Young Emergent Literacy Learners?.” 2016. Web. 25 Feb 2020.

Vancouver:

Allison JC. Electronic Picturebooks: Do they Support the Construction of Print Knowledge in Young Emergent Literacy Learners?. [Internet] [Doctoral dissertation]. Temple University; 2016. [cited 2020 Feb 25]. Available from: http://digital.library.temple.edu/u?/p245801coll10,405518.

Council of Science Editors:

Allison JC. Electronic Picturebooks: Do they Support the Construction of Print Knowledge in Young Emergent Literacy Learners?. [Doctoral Dissertation]. Temple University; 2016. Available from: http://digital.library.temple.edu/u?/p245801coll10,405518


Temple University

2. Schwartz, Mark Scott. Risk Modeling of First Year Student Retention at a Community College: An Early Exploration of Data, Feasibility, and Application.

Degree: 2016, Temple University

Educational Leadership

Ed.D.

Set in a medium sized, suburban, two-year community college, this study explores the initial development of an actionable predictive risk model for first-year retention based on data currently collected and to identify target variables upon which data should be collected to improve future versions of the model. Institutional data were analyzed by means of Analysis of Variance and logistic regression and ordinary least squares regression analyses. Results suggested there are several important variables for which data as available but the risk model as developed has relatively low predictive power. The results of this study are used to inform College administrators, faculty, and staff about risk modeling, conclusions that can be drawn from existing data, and provide guidance on additional relevant variables upon which data should be collected. Additionally, recommendations for future research are discussed for this study’s institution and the field of education as it relates to Community Colleges.

Temple University – Theses

Advisors/Committee Members: DuCette, Joseph P., Davis, James Earl;, DuCette, Joseph P., Davis, James Earl, Witham, Keith, Carter, Virginia;.

Subjects/Keywords: Education; Educational administration; Educational leadership;

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Schwartz, M. S. (2016). Risk Modeling of First Year Student Retention at a Community College: An Early Exploration of Data, Feasibility, and Application. (Thesis). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,418735

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Schwartz, Mark Scott. “Risk Modeling of First Year Student Retention at a Community College: An Early Exploration of Data, Feasibility, and Application.” 2016. Thesis, Temple University. Accessed February 25, 2020. http://digital.library.temple.edu/u?/p245801coll10,418735.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Schwartz, Mark Scott. “Risk Modeling of First Year Student Retention at a Community College: An Early Exploration of Data, Feasibility, and Application.” 2016. Web. 25 Feb 2020.

Vancouver:

Schwartz MS. Risk Modeling of First Year Student Retention at a Community College: An Early Exploration of Data, Feasibility, and Application. [Internet] [Thesis]. Temple University; 2016. [cited 2020 Feb 25]. Available from: http://digital.library.temple.edu/u?/p245801coll10,418735.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Schwartz MS. Risk Modeling of First Year Student Retention at a Community College: An Early Exploration of Data, Feasibility, and Application. [Thesis]. Temple University; 2016. Available from: http://digital.library.temple.edu/u?/p245801coll10,418735

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

.