subject:(Preschool)

California State University – Sacramento

1. Matthews, Annabella Scott. Language and literacy learning: Placer County Head Start program.

Degree: MA, Education (Language and Literacy, 2011, California State University – Sacramento

► This study explored the perceived effectiveness of the Head Start State Preschool Program in California in regards to language and literacy development of the students… (more)

▼ This study explored the perceived effectiveness of the Head Start State Preschool Program in California in regards to language and literacy development of the students who attend the Early Child Development Program. Note that Head Start programs are in place to address the needs of low-income children who would not otherwise have a preschool education available to them. To assess the sense of self-efficacy of the program in Placer County, specifically, three school sites were observed and surveyed as to their literacy practices. The intention was to find out what the stakeholders perceived about their own effectiveness and of the effectiveness of the curriculum and instructional practices. The study then explored the claims and concerns of the stakeholders, and finally provides feedback to the stakeholders to improve self-understanding. Sources of Data The sources of data for this study were direct observations of the students and teachers in the classrooms, focus groups at the school sites, teacher surveys, and interviews. Analysis was done through comparing findings regarding student learning in the classrooms and results on standardized testing. As a foundation in the literature for the study, research was done into the California Department of Education Learning Foundations for reading and writing. Research was also completed regarding the High/Scope preschool curriculum in language and literacy as was the DRDP-R (Desired Results Developmental Profile Revised), which is the current standardized measurement of preschool achievement and kindergarten readiness. Conclusions Reached Evidence for student learning was compared to the teachers??? perceptions about literacy practices and effectiveness of those practices in the classroom. The teachers??? concerns and issues with regards to student learning were validated in the following areas: ??? Phonemic awareness mastery. ??? Classroom reading practice. ??? Parental involvement with children???s reading practice. ??? Reading materials availability in all home languages. Areas of concern expressed that were not validated by the evidence gathered in this study are as follows: ??? Concern that the children are lacking ???kindergarten readiness.??? ??? Behavior difficulties/impulse control in the children. The study culminated in a list of recommendations and suggested actions that may be given consideration by school personnel in regards to solutions to their concerns. These recommendations and suggested actions are by no means exhaustive in nature, but may be deemed useful to those seeking more guidance or alternative methods in resolving difficulties and improving results in the classroom. Advisors/Committee Members: Underwood, Terry.

Subjects/Keywords: Preschool

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APA (6^th Edition):

Matthews, A. S. (2011). Language and literacy learning: Placer County Head Start program. (Masters Thesis). California State University – Sacramento. Retrieved from http://hdl.handle.net/10211.9/1071

Chicago Manual of Style (16^th Edition):

Matthews, Annabella Scott. “Language and literacy learning: Placer County Head Start program.” 2011. Masters Thesis, California State University – Sacramento. Accessed February 27, 2021. http://hdl.handle.net/10211.9/1071.

MLA Handbook (7^th Edition):

Matthews, Annabella Scott. “Language and literacy learning: Placer County Head Start program.” 2011. Web. 27 Feb 2021.

Vancouver:

Matthews AS. Language and literacy learning: Placer County Head Start program. [Internet] [Masters thesis]. California State University – Sacramento; 2011. [cited 2021 Feb 27]. Available from: http://hdl.handle.net/10211.9/1071.

Council of Science Editors:

Matthews AS. Language and literacy learning: Placer County Head Start program. [Masters Thesis]. California State University – Sacramento; 2011. Available from: http://hdl.handle.net/10211.9/1071

University of Nairobi

2. Ndung’u, Catherine W. Influence of teacher characteristics on motivation of preschool children in learning the English language in Starehe District in Nairobi County .

Degree: 2014, University of Nairobi

URL: http://hdl.handle.net/11295/76671

► The purpose of this study was to find out the influence of teachers’ characteristics on motivation of preschool children in learning the English language in… (more)

▼ The purpose of this study was to find out the influence of teachers’ characteristics on motivation of preschool children in learning the English language in Starehe District Nairobi County. The study was guided by the following objectives: establish the effects of teacher’s experience; investigate the impact of teacher’s attitude, determine the impact of teacher’s pragmatism and evaluate the effects of teacher’s flexibility on motivation of pre-school children in learning at Starehe District. The study adopted a descriptive survey design that employed quantitative and qualitative approaches. The study was guided by Maslow’s human needs theory. Questionnaires, interview and observations were used to collect data from teachers, head teachers and pre-school children respectively. Data were analyzed by use of percentages, frequencies, mean and standard deviation. Data was presented by use of tables, charts and graphs. This was further analyzed and presented through narratives, tables and graphs. The findings of the study revealed that teachers who have been in the profession for a long time motivated preschool children better than those who are fresh from colleges. They encourage both boys and girls in the English language activities. However, the teachers who are certificate holders have poor pragmatism concept and are not flexible enough to achieve that level of motivation which leads to children’s good performance. The study concluded that there is a need to have regular in service training for the preschool teachers in order to equip them with new teaching methodology. The government should also provide resource materials to preschools to supplement what the parents provide. The study recommends that the teachers’ training programme should cater for the future requirements of the teachers in the classroom. The study also recommends that there should be more research done in a larger scope. The study also recommends that more research should be done on parental involvement in children’s performance.

Subjects/Keywords: Preschool Children

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

APA (6^th Edition):

Ndung’u, C. W. (2014). Influence of teacher characteristics on motivation of preschool children in learning the English language in Starehe District in Nairobi County . (Thesis). University of Nairobi. Retrieved from http://hdl.handle.net/11295/76671

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

Chicago Manual of Style (16^th Edition):

Ndung’u, Catherine W. “Influence of teacher characteristics on motivation of preschool children in learning the English language in Starehe District in Nairobi County .” 2014. Thesis, University of Nairobi. Accessed February 27, 2021. http://hdl.handle.net/11295/76671.

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

MLA Handbook (7^th Edition):

Ndung’u, Catherine W. “Influence of teacher characteristics on motivation of preschool children in learning the English language in Starehe District in Nairobi County .” 2014. Web. 27 Feb 2021.

Vancouver:

Ndung’u CW. Influence of teacher characteristics on motivation of preschool children in learning the English language in Starehe District in Nairobi County . [Internet] [Thesis]. University of Nairobi; 2014. [cited 2021 Feb 27]. Available from: http://hdl.handle.net/11295/76671.

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

Council of Science Editors:

Ndung’u CW. Influence of teacher characteristics on motivation of preschool children in learning the English language in Starehe District in Nairobi County . [Thesis]. University of Nairobi; 2014. Available from: http://hdl.handle.net/11295/76671

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

University of Houston

3. Gunner, Amber C. What Are Preschool Teachers’ Perceptions about Professional Development in Science Content and Pedagogy When Using a Novel Approach?.

Degree: EdD, Professional Leadership, Education, 2019, University of Houston

URL: http://hdl.handle.net/10657/5589

► Background: Many variables determine student success in preschool, as it relates to STEM knowledge and engagement in later school and career development. Students need a… (more)

▼ Background: Many variables determine student success in preschool, as it relates to STEM knowledge and engagement in later school and career development. Students need a well-rounded, engaging, and rigorous curriculum (Anderson, 2006). Second, teachers must be properly trained in STEM pedagogy and content (Marcum-Dietrich, 2011). Purpose: The study investigated how ongoing professional development affects teacher knowledge, confidence, and skillset (Piasta, 2012) while using a new classroom approach. The initial STEMscopes Early Explorer was designed to provide science education to low socioeconomic students. STEMscopes is an international Pre-K -12th-grade digital science curriculum. The curriculum offers foundational science content, hands-on learning, and integration of technology, engineering, literacy, math, and arts. STEMscopes Pre-K curriculum allows teachers access to substantive STEM content to help engage and deepen their students’ understanding of science. Methods: A qualitative research study using a case study approach addressed the research question, What are preschool teachers’ perceptions about professional development in science content and pedagogy when using a novel approach? A case study method allows for the discovery and development of theory, based on the experiences and perceptions of study participants (Creswell, 1982). The study examined archival teacher interviews and questionnaire data regarding teacher perceptions of ongoing professional development as new and experienced pre-K teachers begin to implement a science-based program – STEMscopes Early Explorer. The original data was collected through interviews, observations, lesson logs, surveys, and professional development session. All pre-K teachers in a central school district in Texas participated in the study. All 51 participants were primary level teachers, with a wide range of experience. The district required all of their pre-k teachers to participate in the study. Of the 51 teachers, 3 were selected for this archival study. These 3 teachers offer a range of teaching experience, age, gender, and ethnicity. The data sources consisted of two rounds of individual teacher interviews and a Preschool Teacher Attitudes and Beliefs towards Science Questionnaire (PTABS) (Bell, 2014). Coding software was used to identify themes and their implications related to the research question. The teacher interviews were transcribed into a word document. After multiple reads through the interviews, particular themes and then nodes were developed. The nodes provided themes and emerging patterns for the fall and spring data Identifying the nodes and themes for the questionnaire was also a similar process. The questionnaire data highlighted more comparison in perceptions between the three teachers. Two of the three teachers believed there is enough time in the day to teach science. Results: Findings revealed 1) teachers value professional development that is created with teacher input, as it allows them to feel heard; 2) an improvement needed in current… Advisors/Committee Members: White, Cameron S. (advisor), Hutchison, Laveria F. (committee member), McAlister-Shields, Leah (committee member), Whitaker, Jarret Reid (committee member).

Subjects/Keywords: Preschool; STEM

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APA (6^th Edition):

Gunner, A. C. (2019). What Are Preschool Teachers’ Perceptions about Professional Development in Science Content and Pedagogy When Using a Novel Approach?. (Doctoral Dissertation). University of Houston. Retrieved from http://hdl.handle.net/10657/5589

Chicago Manual of Style (16^th Edition):

Gunner, Amber C. “What Are Preschool Teachers’ Perceptions about Professional Development in Science Content and Pedagogy When Using a Novel Approach?.” 2019. Doctoral Dissertation, University of Houston. Accessed February 27, 2021. http://hdl.handle.net/10657/5589.

MLA Handbook (7^th Edition):

Gunner, Amber C. “What Are Preschool Teachers’ Perceptions about Professional Development in Science Content and Pedagogy When Using a Novel Approach?.” 2019. Web. 27 Feb 2021.

Vancouver:

Gunner AC. What Are Preschool Teachers’ Perceptions about Professional Development in Science Content and Pedagogy When Using a Novel Approach?. [Internet] [Doctoral dissertation]. University of Houston; 2019. [cited 2021 Feb 27]. Available from: http://hdl.handle.net/10657/5589.

Council of Science Editors:

Gunner AC. What Are Preschool Teachers’ Perceptions about Professional Development in Science Content and Pedagogy When Using a Novel Approach?. [Doctoral Dissertation]. University of Houston; 2019. Available from: http://hdl.handle.net/10657/5589

University of Florida

4. Mcreynolds, Joni R. Why Do They Stay? Reasons Early Childhood Professionals Remain in the Classroom.

Degree: EdD, Curriculum and Instruction - Teaching and Learning, 2019, University of Florida

URL: https://ufdc.ufl.edu/UFE0056009

► Despite having the opportunity for increased wages and societal regard in other fields, some degreed preschool educators decide to remain in the classroom. With insight… (more)

Subjects/Keywords: preschool – retention

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APA (6^th Edition):

Mcreynolds, J. R. (2019). Why Do They Stay? Reasons Early Childhood Professionals Remain in the Classroom. (Doctoral Dissertation). University of Florida. Retrieved from https://ufdc.ufl.edu/UFE0056009

Chicago Manual of Style (16^th Edition):

Mcreynolds, Joni R. “Why Do They Stay? Reasons Early Childhood Professionals Remain in the Classroom.” 2019. Doctoral Dissertation, University of Florida. Accessed February 27, 2021. https://ufdc.ufl.edu/UFE0056009.

MLA Handbook (7^th Edition):

Mcreynolds, Joni R. “Why Do They Stay? Reasons Early Childhood Professionals Remain in the Classroom.” 2019. Web. 27 Feb 2021.

Vancouver:

Mcreynolds JR. Why Do They Stay? Reasons Early Childhood Professionals Remain in the Classroom. [Internet] [Doctoral dissertation]. University of Florida; 2019. [cited 2021 Feb 27]. Available from: https://ufdc.ufl.edu/UFE0056009.

Council of Science Editors:

Mcreynolds JR. Why Do They Stay? Reasons Early Childhood Professionals Remain in the Classroom. [Doctoral Dissertation]. University of Florida; 2019. Available from: https://ufdc.ufl.edu/UFE0056009

University of Hawaii – Manoa

5. Waguk, Tulensru. A community approach to introducing young children to early mathematics : a study of Kosraean preschool children in their homes.

Degree: 2015, University of Hawaii – Manoa

URL: http://hdl.handle.net/10125/101154

►

Ph.D. University of Hawaii at Manoa 2014.

This study seeks to determine the impact of parents at home on the development of mathematical concepts among… (more)

Subjects/Keywords: Kosrean; preschool

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APA (6^th Edition):

Waguk, T. (2015). A community approach to introducing young children to early mathematics : a study of Kosraean preschool children in their homes. (Thesis). University of Hawaii – Manoa. Retrieved from http://hdl.handle.net/10125/101154

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

Chicago Manual of Style (16^th Edition):

Waguk, Tulensru. “A community approach to introducing young children to early mathematics : a study of Kosraean preschool children in their homes.” 2015. Thesis, University of Hawaii – Manoa. Accessed February 27, 2021. http://hdl.handle.net/10125/101154.

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

MLA Handbook (7^th Edition):

Waguk, Tulensru. “A community approach to introducing young children to early mathematics : a study of Kosraean preschool children in their homes.” 2015. Web. 27 Feb 2021.

Vancouver:

Waguk T. A community approach to introducing young children to early mathematics : a study of Kosraean preschool children in their homes. [Internet] [Thesis]. University of Hawaii – Manoa; 2015. [cited 2021 Feb 27]. Available from: http://hdl.handle.net/10125/101154.

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

Council of Science Editors:

Waguk T. A community approach to introducing young children to early mathematics : a study of Kosraean preschool children in their homes. [Thesis]. University of Hawaii – Manoa; 2015. Available from: http://hdl.handle.net/10125/101154

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

Royal Roads University

6. Magrath, Laura. Narratives of nature : television's storyline and preschool viewers' accounts .

Degree: 2012, Royal Roads University

URL: http://hdl.handle.net/10170/481

► Preschool children grow up in a media-saturated environment, easily accessing a variety of technologies, including television. This study investigated the environmental content in both the… (more)

Subjects/Keywords: Preschool children; Environmental education; Preschool television

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APA (6^th Edition):

Magrath, L. (2012). Narratives of nature : television's storyline and preschool viewers' accounts . (Thesis). Royal Roads University. Retrieved from http://hdl.handle.net/10170/481

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

Chicago Manual of Style (16^th Edition):

Magrath, Laura. “Narratives of nature : television's storyline and preschool viewers' accounts .” 2012. Thesis, Royal Roads University. Accessed February 27, 2021. http://hdl.handle.net/10170/481.

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

MLA Handbook (7^th Edition):

Magrath, Laura. “Narratives of nature : television's storyline and preschool viewers' accounts .” 2012. Web. 27 Feb 2021.

Vancouver:

Magrath L. Narratives of nature : television's storyline and preschool viewers' accounts . [Internet] [Thesis]. Royal Roads University; 2012. [cited 2021 Feb 27]. Available from: http://hdl.handle.net/10170/481.

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

Council of Science Editors:

Magrath L. Narratives of nature : television's storyline and preschool viewers' accounts . [Thesis]. Royal Roads University; 2012. Available from: http://hdl.handle.net/10170/481

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

Vanderbilt University

7. Kabourek, Sarah Elizabeth. Heterogeneity in Public Preschool Efficacy: Evaluation, Student Growth Trajectories, and Approaches to Expansion.

Degree: PhD, Leadership and Policy Studies, 2019, Vanderbilt University

URL: http://hdl.handle.net/1803/13919

► Research shows that access to high-quality early childhood education and care can reduce the achievement gap at kindergarten entry. However, the evidence on medium- and… (more)

Subjects/Keywords: longitudinal; preschool evaluation; preschool; education policy; education

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APA (6^th Edition):

Kabourek, S. E. (2019). Heterogeneity in Public Preschool Efficacy: Evaluation, Student Growth Trajectories, and Approaches to Expansion. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://hdl.handle.net/1803/13919

Chicago Manual of Style (16^th Edition):

Kabourek, Sarah Elizabeth. “Heterogeneity in Public Preschool Efficacy: Evaluation, Student Growth Trajectories, and Approaches to Expansion.” 2019. Doctoral Dissertation, Vanderbilt University. Accessed February 27, 2021. http://hdl.handle.net/1803/13919.

MLA Handbook (7^th Edition):

Kabourek, Sarah Elizabeth. “Heterogeneity in Public Preschool Efficacy: Evaluation, Student Growth Trajectories, and Approaches to Expansion.” 2019. Web. 27 Feb 2021.

Vancouver:

Kabourek SE. Heterogeneity in Public Preschool Efficacy: Evaluation, Student Growth Trajectories, and Approaches to Expansion. [Internet] [Doctoral dissertation]. Vanderbilt University; 2019. [cited 2021 Feb 27]. Available from: http://hdl.handle.net/1803/13919.

Council of Science Editors:

Kabourek SE. Heterogeneity in Public Preschool Efficacy: Evaluation, Student Growth Trajectories, and Approaches to Expansion. [Doctoral Dissertation]. Vanderbilt University; 2019. Available from: http://hdl.handle.net/1803/13919

8. Ankerhag, Maria. Den närvarande pedagogen : en empirisk undersökning av förskolepedagogens förhållningssätt till den fria leken.

Degree: Lärarutbildningen, 2011, Södertörn University College

URL: http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-10684

► In this empirical study I have investigated how preschool teachers relate to the free play at the preschool. At the same time I have… (more)

Subjects/Keywords: preschool; preschool teacher; free plays; participation

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APA (6^th Edition):

Ankerhag, M. (2011). Den närvarande pedagogen : en empirisk undersökning av förskolepedagogens förhållningssätt till den fria leken. (Thesis). Södertörn University College. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-10684

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

Chicago Manual of Style (16^th Edition):

Ankerhag, Maria. “Den närvarande pedagogen : en empirisk undersökning av förskolepedagogens förhållningssätt till den fria leken.” 2011. Thesis, Södertörn University College. Accessed February 27, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-10684.

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

MLA Handbook (7^th Edition):

Ankerhag, Maria. “Den närvarande pedagogen : en empirisk undersökning av förskolepedagogens förhållningssätt till den fria leken.” 2011. Web. 27 Feb 2021.

Vancouver:

Ankerhag M. Den närvarande pedagogen : en empirisk undersökning av förskolepedagogens förhållningssätt till den fria leken. [Internet] [Thesis]. Södertörn University College; 2011. [cited 2021 Feb 27]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-10684.

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

Council of Science Editors:

Ankerhag M. Den närvarande pedagogen : en empirisk undersökning av förskolepedagogens förhållningssätt till den fria leken. [Thesis]. Södertörn University College; 2011. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-10684

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

9. Jansson, Anette. Ledarskap i förskolan : En kvalitativ undersökning av förskollärares uppfattningar av begreppet ledarskap i förskolan.

Degree: Teacher Education, 2017, Södertörn University

URL: http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-34445

► This is a study where five preschool teachers with different work experience are interviewed around the concept of leadership in preschool. The purpose of the… (more)

Subjects/Keywords: preschool; leadership; preschool teacher; perception; Pedagogy; Pedagogik

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APA (6^th Edition):

Jansson, A. (2017). Ledarskap i förskolan : En kvalitativ undersökning av förskollärares uppfattningar av begreppet ledarskap i förskolan. (Thesis). Södertörn University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-34445

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

Chicago Manual of Style (16^th Edition):

Jansson, Anette. “Ledarskap i förskolan : En kvalitativ undersökning av förskollärares uppfattningar av begreppet ledarskap i förskolan.” 2017. Thesis, Södertörn University. Accessed February 27, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-34445.

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

MLA Handbook (7^th Edition):

Jansson, Anette. “Ledarskap i förskolan : En kvalitativ undersökning av förskollärares uppfattningar av begreppet ledarskap i förskolan.” 2017. Web. 27 Feb 2021.

Vancouver:

Jansson A. Ledarskap i förskolan : En kvalitativ undersökning av förskollärares uppfattningar av begreppet ledarskap i förskolan. [Internet] [Thesis]. Södertörn University; 2017. [cited 2021 Feb 27]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-34445.

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

Council of Science Editors:

Jansson A. Ledarskap i förskolan : En kvalitativ undersökning av förskollärares uppfattningar av begreppet ledarskap i förskolan. [Thesis]. Södertörn University; 2017. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-34445

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

Texas A&M University

10. Simek, Amber. Effects of a Parent-Delivered Shared Reading Intervention on Preschoolers' Vocabulary Acquisition.

Degree: PhD, School Psychology, 2014, Texas A&M University

URL: http://hdl.handle.net/1969.1/153209

► Many diverse children, especially the economically disadvantaged, enter school experiencing large gaps in oral language that adversely affect their reading comprehension in later years. Vocabulary… (more)

▼ Many diverse children, especially the economically disadvantaged, enter school experiencing large gaps in oral language that adversely affect their reading comprehension in later years. Vocabulary skills are part of the oral language emergent literacy skill set that plays an important role in laying the foundation for reading. Emergent literacy skills are formed before children enter formal schooling through a child’s interactions with the adults in their lives and through exposure to language and print. Much research has indicated that shared reading is related to preschoolers’ development of their early vocabulary skills. Consistently, the literature has shown that training to instruct parents on how to adopt interactive reading styles and techniques to build background knowledge and vocabulary enhances the positive effects of shared reading. The purpose of this study was to shed light on what is needed to establish whether parents trained to deliver interactive techniques during shared reading to explicitly teach target vocabulary words will enhance children’s acquisition of these words. For this study, six mother-preschooler dyads were recruited from an ethnically diverse Head Start center in a rural county in central Texas. The study utilized a parent-delivered shared reading curriculum intervention designed for the Project Words of Oral Reading and Language Development (Project WORLD) to develop and accelerate vocabulary through strategic and evocative conversations carried out at home after school. This study utilized a single case research withdrawal design with cumulative frequency to compare the WORLD intervention and a “books only” (reading as usual) condition to demonstrate the effects of the WORLD, parent-delivered shared reading intervention. Both visual and statistical analyses including effect size calculation were conducted. Results indicated that intensive shared book reading was effective at expanding participant’s knowledge of target vocabulary, and thus, that time used for cognitively complex questioning on high priority words did produce change. Consequently, because at-risk children begin school with comparatively limited vocabulary background knowledge, vocabulary instruction and discussion (and training for parents on this) may require explicit training/instruction that assists children in drawing connections between content-area knowledge, vocabulary words and real life. Advisors/Committee Members: Gonzalez, Jorge (advisor), McCormick, Anita (committee member), McTigue, Erin (committee member), Rispoli, Mandy (committee member).

Subjects/Keywords: preschool; early literacy

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APA (6^th Edition):

Simek, A. (2014). Effects of a Parent-Delivered Shared Reading Intervention on Preschoolers' Vocabulary Acquisition. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/153209

Chicago Manual of Style (16^th Edition):

Simek, Amber. “Effects of a Parent-Delivered Shared Reading Intervention on Preschoolers' Vocabulary Acquisition.” 2014. Doctoral Dissertation, Texas A&M University. Accessed February 27, 2021. http://hdl.handle.net/1969.1/153209.

MLA Handbook (7^th Edition):

Simek, Amber. “Effects of a Parent-Delivered Shared Reading Intervention on Preschoolers' Vocabulary Acquisition.” 2014. Web. 27 Feb 2021.

Vancouver:

Simek A. Effects of a Parent-Delivered Shared Reading Intervention on Preschoolers' Vocabulary Acquisition. [Internet] [Doctoral dissertation]. Texas A&M University; 2014. [cited 2021 Feb 27]. Available from: http://hdl.handle.net/1969.1/153209.

Council of Science Editors:

Simek A. Effects of a Parent-Delivered Shared Reading Intervention on Preschoolers' Vocabulary Acquisition. [Doctoral Dissertation]. Texas A&M University; 2014. Available from: http://hdl.handle.net/1969.1/153209

Addis Ababa University

11. Berhanu, Hiwot. Pre - School Teachers’ Career Commitment in Private and Government Centers in Addis Ababa .

Degree: 2013, Addis Ababa University

URL: http://etd.aau.edu.et/dspace/handle/123456789/4844

► The main objective of this study was to find out factors affecting the preschool teachers’ career commitment in private and government preschools. More specifically, it… (more)

▼ The main objective of this study was to find out factors affecting the preschool teachers’ career commitment in private and government preschools. More specifically, it aimed to find out the differences and similarities of teachers’ commitment in private and government preschools; as well as those trained and untrained teachers in terms of their commitment to their teaching career; and further identified factors that affect teachers’ commitment in private and government preschools aimed at suggesting ways and means of improving preschool teachers’ career commitment. To conduct this study, descriptive survey and comparative research method was employed. Descriptive survey was used due to the large number of preschools included for the study. Comparative method was used to understand the difference and similarities between private and government preschools teachers in terms of their commitment to their job. For this purpose, samples were taken from 4 sub cities. From the 16 preschools included in the study, 8 of them are private and the remaining 8 are government. To select the preschools, simple random sampling was used as a sampling technique. Questionnaire survey, and interview were the main instruments used to collect the data. Data analysis was made by using statistical tools such as percentage, chi-square and rank order correlation coefficient to identify the GPT and PPT whether there are differences and similarities in their career commitment. The study observed that there are significant differences among the PPT and GPT in their career commitment and the factors that affect teachers’ career commitment in private and government preschools of Addis Ababa are identical. From these factors the most influential ones are mainly related to high work load and salary scale of both government and private schools, which make them not to be committed on their career/low morale. Thus salary scale for preschool teachers, especially for government preschools teachers has to be revised and upgraded as this will not only build their moral/reduce their frustration/but also reduce job turnovers. Balancing the work load of both private and government preschool teachers is also mandatory as it helps them to teach productively and also enhance their motivation. Advisors/Committee Members: Lemma, Girma (advisor).

Subjects/Keywords: Preschool teachers’ career

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APA (6^th Edition):

Berhanu, H. (2013). Pre - School Teachers’ Career Commitment in Private and Government Centers in Addis Ababa . (Thesis). Addis Ababa University. Retrieved from http://etd.aau.edu.et/dspace/handle/123456789/4844

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

Chicago Manual of Style (16^th Edition):

Berhanu, Hiwot. “Pre - School Teachers’ Career Commitment in Private and Government Centers in Addis Ababa .” 2013. Thesis, Addis Ababa University. Accessed February 27, 2021. http://etd.aau.edu.et/dspace/handle/123456789/4844.

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

MLA Handbook (7^th Edition):

Berhanu, Hiwot. “Pre - School Teachers’ Career Commitment in Private and Government Centers in Addis Ababa .” 2013. Web. 27 Feb 2021.

Vancouver:

Berhanu H. Pre - School Teachers’ Career Commitment in Private and Government Centers in Addis Ababa . [Internet] [Thesis]. Addis Ababa University; 2013. [cited 2021 Feb 27]. Available from: http://etd.aau.edu.et/dspace/handle/123456789/4844.

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

Council of Science Editors:

Berhanu H. Pre - School Teachers’ Career Commitment in Private and Government Centers in Addis Ababa . [Thesis]. Addis Ababa University; 2013. Available from: http://etd.aau.edu.et/dspace/handle/123456789/4844

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

Deakin University

12. Hinkley, Trina. Multidimensional correlates of preschool children's physical activity.

Degree: School of Exercise and Nutrition Sciences, 2011, Deakin University

URL: http://hdl.handle.net/10536/DRO/DU:30036278

This thesis identified a number of factors which are associated with preschool children’s physical activity and were previously unexplored. The findings are important as they help identify possible targets for interventions to support healthy levels of physical activity in young children. Advisors/Committee Members: Crawford, David.

Subjects/Keywords: preschool children; exercise

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APA (6^th Edition):

Hinkley, T. (2011). Multidimensional correlates of preschool children's physical activity. (Thesis). Deakin University. Retrieved from http://hdl.handle.net/10536/DRO/DU:30036278

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

Chicago Manual of Style (16^th Edition):

Hinkley, Trina. “Multidimensional correlates of preschool children's physical activity.” 2011. Thesis, Deakin University. Accessed February 27, 2021. http://hdl.handle.net/10536/DRO/DU:30036278.

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

MLA Handbook (7^th Edition):

Hinkley, Trina. “Multidimensional correlates of preschool children's physical activity.” 2011. Web. 27 Feb 2021.

Vancouver:

Hinkley T. Multidimensional correlates of preschool children's physical activity. [Internet] [Thesis]. Deakin University; 2011. [cited 2021 Feb 27]. Available from: http://hdl.handle.net/10536/DRO/DU:30036278.

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

Council of Science Editors:

Hinkley T. Multidimensional correlates of preschool children's physical activity. [Thesis]. Deakin University; 2011. Available from: http://hdl.handle.net/10536/DRO/DU:30036278

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

Mid Sweden University

13. Andersson, Cecilia. "Tror du kapten Haddock kommer slå sig när det rasar?" : En studie över hur en grupp 4-6 åringars empatiförmåga uttrycks i samspel med varandra.

Degree: Education, 2016, Mid Sweden University

URL: http://urn.kb.se/resolve?urn=urn:nbn:se:miun:diva-28220

►

Syftet med denna studie har varit att få förståelse för hur en grupp 4-6 åringars empatiska förmåga kan ta sig uttryck i samspel med… (more)

Subjects/Keywords: empathy preschool; cognitive affective behavior preschool; preschool emotion socialisation; empathy in preschool children; Pedagogy; Pedagogik

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APA (6^th Edition):

Andersson, C. (2016). "Tror du kapten Haddock kommer slå sig när det rasar?" : En studie över hur en grupp 4-6 åringars empatiförmåga uttrycks i samspel med varandra. (Thesis). Mid Sweden University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:miun:diva-28220

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

Chicago Manual of Style (16^th Edition):

Andersson, Cecilia. “"Tror du kapten Haddock kommer slå sig när det rasar?" : En studie över hur en grupp 4-6 åringars empatiförmåga uttrycks i samspel med varandra.” 2016. Thesis, Mid Sweden University. Accessed February 27, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:miun:diva-28220.

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

MLA Handbook (7^th Edition):

Andersson, Cecilia. “"Tror du kapten Haddock kommer slå sig när det rasar?" : En studie över hur en grupp 4-6 åringars empatiförmåga uttrycks i samspel med varandra.” 2016. Web. 27 Feb 2021.

Vancouver:

Andersson C. "Tror du kapten Haddock kommer slå sig när det rasar?" : En studie över hur en grupp 4-6 åringars empatiförmåga uttrycks i samspel med varandra. [Internet] [Thesis]. Mid Sweden University; 2016. [cited 2021 Feb 27]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:miun:diva-28220.

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

Council of Science Editors:

Andersson C. "Tror du kapten Haddock kommer slå sig när det rasar?" : En studie över hur en grupp 4-6 åringars empatiförmåga uttrycks i samspel med varandra. [Thesis]. Mid Sweden University; 2016. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:miun:diva-28220

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

California State University – Sacramento

14. Ramirez, Angela. Parent involvement in the Head Start Policy Committee from an insider's perception: empowerment or rhetoric?.

Degree: MA, Education (Multicultural Education, 2011, California State University – Sacramento

URL: http://hdl.handle.net/10211.9/1137

► Parent Involvement is a vital component to the success of children academically but also the success of schools and communities. Head Start has the prestige… (more)

Subjects/Keywords: Partnership; Collaboration; Preschool

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APA (6^th Edition):

Ramirez, A. (2011). Parent involvement in the Head Start Policy Committee from an insider's perception: empowerment or rhetoric?. (Masters Thesis). California State University – Sacramento. Retrieved from http://hdl.handle.net/10211.9/1137

Chicago Manual of Style (16^th Edition):

Ramirez, Angela. “Parent involvement in the Head Start Policy Committee from an insider's perception: empowerment or rhetoric?.” 2011. Masters Thesis, California State University – Sacramento. Accessed February 27, 2021. http://hdl.handle.net/10211.9/1137.

MLA Handbook (7^th Edition):

Ramirez, Angela. “Parent involvement in the Head Start Policy Committee from an insider's perception: empowerment or rhetoric?.” 2011. Web. 27 Feb 2021.

Vancouver:

Ramirez A. Parent involvement in the Head Start Policy Committee from an insider's perception: empowerment or rhetoric?. [Internet] [Masters thesis]. California State University – Sacramento; 2011. [cited 2021 Feb 27]. Available from: http://hdl.handle.net/10211.9/1137.

Council of Science Editors:

Ramirez A. Parent involvement in the Head Start Policy Committee from an insider's perception: empowerment or rhetoric?. [Masters Thesis]. California State University – Sacramento; 2011. Available from: http://hdl.handle.net/10211.9/1137

Virginia Tech

15. Parker, Steven Daniel. Preschool and the Literacy Achievement Gap in one Rural School Division in Virginia.

Degree: EdD, Educational Leadership and Policy Studies, 2018, Virginia Tech

URL: http://hdl.handle.net/10919/83363

► As the number of public school students identified as living in poverty increases, so does the number of children entering kindergarten with inadequate pre-literacy skills.… (more)

Subjects/Keywords: preschool; literacy; poverty

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APA (6^th Edition):

Parker, S. D. (2018). Preschool and the Literacy Achievement Gap in one Rural School Division in Virginia. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/83363

Chicago Manual of Style (16^th Edition):

Parker, Steven Daniel. “Preschool and the Literacy Achievement Gap in one Rural School Division in Virginia.” 2018. Doctoral Dissertation, Virginia Tech. Accessed February 27, 2021. http://hdl.handle.net/10919/83363.

MLA Handbook (7^th Edition):

Parker, Steven Daniel. “Preschool and the Literacy Achievement Gap in one Rural School Division in Virginia.” 2018. Web. 27 Feb 2021.

Vancouver:

Parker SD. Preschool and the Literacy Achievement Gap in one Rural School Division in Virginia. [Internet] [Doctoral dissertation]. Virginia Tech; 2018. [cited 2021 Feb 27]. Available from: http://hdl.handle.net/10919/83363.

Council of Science Editors:

Parker SD. Preschool and the Literacy Achievement Gap in one Rural School Division in Virginia. [Doctoral Dissertation]. Virginia Tech; 2018. Available from: http://hdl.handle.net/10919/83363

University of Johannesburg

16. Du Plessis, Ingrid. 'n Ondersoek na die opleiding van [onderwysers in] 'n Graad R leerprogram vir implementering binne insluitende onderwys.

Degree: 2010, University of Johannesburg

URL: http://hdl.handle.net/10210/3328

►

M.Ed.

The purpose of this study was to research and record the training process of teachers in a Grade R learning programme, within a context… (more)

▼

M.Ed.

The purpose of this study was to research and record the training process of teachers in a Grade R learning programme, within a context of inclusive education, by describing the teachers’ perception of the Grade R learning programme and by making certain changes to the training and training process that have been suggested in the study, and to offer guidelines with regard to the training of foundation phase educators, with specific reference to Grade R educators working within the context of inclusive education. The researcher opted for an interpretative action research design within a qualitative research paradigm since she wished to describe, interpret and explain actions within her research whilst attempting to bring about certain improvements within the teaching practice. The type of action research that was performed is known as practitioner action research because it was performed in the presence of, and with the cooperation of education practitioners as well as academics who assisted the researcher with relevant skills and resources. The following major themes were identified: Facilitating, programme implementation, complete empowerment, cooperation as well as common religious convictions. The most significant findings were the following: When we look at the facilitation of training programmes, it is of the utmost importance that the facilitator accepts from the onset that the participants as well as the facilitators will experience uncertainty within themselves, specifically regarding their own knowledge and abilities and the level of acceptance they will experience in the company of other professionals. It is therefore all the more important to determine each participant’s expectations regarding the purpose and outcomes of the the training programme as this will ease the process considerably and at the same time render the facilitator a clear idea of what needs to be addressed and what not. Facilitators of training programmes, especially within contexts similar to this study, should reflect on the importance of sound relationships being established between facilitator and participants. The initial level of experience and skill of each participant should be determined before the start of the programme and here the facilitator plays an enormous role as far as emotional and social support is concerned. When it comes to programme implementation, I should think that educators in all possible contexts will benefit immensely from the format of the lessons, the contents of the lessons as well as the presentation thereof because these are outcomes-based lessons. In terms of contexts similar to the one in this reseach, it is important that the facilitator works through each new lesson with the educators to ensure that they fully understand everything and also to give them the opportunity to ask questions as this will enable them to implement these lessons with enhanced confidence in their own classes. It was important for the teachers to experience their training in a practical manner because they learnt from…

Subjects/Keywords: Preschool teachers' in-service training; Preschool teaching; Preschool education; Inclusive education

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APA (6^th Edition):

Du Plessis, I. (2010). 'n Ondersoek na die opleiding van [onderwysers in] 'n Graad R leerprogram vir implementering binne insluitende onderwys. (Thesis). University of Johannesburg. Retrieved from http://hdl.handle.net/10210/3328

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

Chicago Manual of Style (16^th Edition):

Du Plessis, Ingrid. “'n Ondersoek na die opleiding van [onderwysers in] 'n Graad R leerprogram vir implementering binne insluitende onderwys.” 2010. Thesis, University of Johannesburg. Accessed February 27, 2021. http://hdl.handle.net/10210/3328.

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

MLA Handbook (7^th Edition):

Du Plessis, Ingrid. “'n Ondersoek na die opleiding van [onderwysers in] 'n Graad R leerprogram vir implementering binne insluitende onderwys.” 2010. Web. 27 Feb 2021.

Vancouver:

Du Plessis I. 'n Ondersoek na die opleiding van [onderwysers in] 'n Graad R leerprogram vir implementering binne insluitende onderwys. [Internet] [Thesis]. University of Johannesburg; 2010. [cited 2021 Feb 27]. Available from: http://hdl.handle.net/10210/3328.

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

Council of Science Editors:

Du Plessis I. 'n Ondersoek na die opleiding van [onderwysers in] 'n Graad R leerprogram vir implementering binne insluitende onderwys. [Thesis]. University of Johannesburg; 2010. Available from: http://hdl.handle.net/10210/3328

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

17. Garcia-Sanchez, Monica. Transferring Preschool Assessment Data to the Elementary School Setting .

Degree: 2013, California State University – San Marcos

URL: http://hdl.handle.net/10211.8/380

► Although extensive research exist on school readiness and the use of assessment tools for preschools, limited research has been conducted on transferring that preschool assessment… (more)

Subjects/Keywords: Preschool Data Transfer; Preschool Assessment Data; State-funded preschool programs

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APA (6^th Edition):

Garcia-Sanchez, M. (2013). Transferring Preschool Assessment Data to the Elementary School Setting . (Thesis). California State University – San Marcos. Retrieved from http://hdl.handle.net/10211.8/380

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

Chicago Manual of Style (16^th Edition):

Garcia-Sanchez, Monica. “Transferring Preschool Assessment Data to the Elementary School Setting .” 2013. Thesis, California State University – San Marcos. Accessed February 27, 2021. http://hdl.handle.net/10211.8/380.

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

MLA Handbook (7^th Edition):

Garcia-Sanchez, Monica. “Transferring Preschool Assessment Data to the Elementary School Setting .” 2013. Web. 27 Feb 2021.

Vancouver:

Garcia-Sanchez M. Transferring Preschool Assessment Data to the Elementary School Setting . [Internet] [Thesis]. California State University – San Marcos; 2013. [cited 2021 Feb 27]. Available from: http://hdl.handle.net/10211.8/380.

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

Council of Science Editors:

Garcia-Sanchez M. Transferring Preschool Assessment Data to the Elementary School Setting . [Thesis]. California State University – San Marcos; 2013. Available from: http://hdl.handle.net/10211.8/380

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

University of North Texas

18. Walker, Karen Elledge. Preschool Teachers’ Constructions of Early Reading.

Degree: 2014, University of North Texas

URL: https://digital.library.unt.edu/ark:/67531/metadc500020/

► Much of the current discourse surrounding the practice of early reading has emerged from policies that dictate the definition and means by which reading is… (more)

▼ Much of the current discourse surrounding the practice of early reading has emerged from policies that dictate the definition and means by which reading is taught and by which reading success is measured. Although this discourse directly influences the work of preschool teachers, little is known about what preschool teachers think about early reading and how they develop these understandings or constructions. Research concerning preschool teachers’ constructions is useful because of the potential influence on teachers' decisions and classroom behaviors. The purpose of this study is to better understand preschool teachers’ constructions concerning early reading and the process of learning to read. Six preschool teachers, with a variety of personal, educational, and professional experiences, from four diverse early childhood programs in the North Texas area were interviewed over a nine-month period during which each participant was interviewed for approximately three hours. Through systematic, inductive analysis, three themes were identified under an overarching theme of the interdependent and relational nature of early reading influences: out-of-school interactions, in-school interactions, and interactions with text. Without exception, these teachers referred to their life experiences as influencing their approach to teaching in general and to teaching reading in particular. The goals these preschool teachers had for their students and their instructional decisions were indications of their unique and evolving constructions of early reading and are absolutely grounded in their practice – in their life experiences and in their daily interactions with children. This study suggests that stakeholders should remember that these practical experiences are a primary influence on how preschool teachers think about early reading and the process of learning to read. Advisors/Committee Members: Cannella, Gaile Sloan, 1951-, Patterson, Leslie, Hagen, Carol Kellerman, Wickstrom, Carol D..

Subjects/Keywords: Early reading; preschool; constructions; Reading (Preschool); Reading (Early childhood); Preschool teachers.

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APA (6^th Edition):

Walker, K. E. (2014). Preschool Teachers’ Constructions of Early Reading. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc500020/

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

Chicago Manual of Style (16^th Edition):

Walker, Karen Elledge. “Preschool Teachers’ Constructions of Early Reading.” 2014. Thesis, University of North Texas. Accessed February 27, 2021. https://digital.library.unt.edu/ark:/67531/metadc500020/.

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

MLA Handbook (7^th Edition):

Walker, Karen Elledge. “Preschool Teachers’ Constructions of Early Reading.” 2014. Web. 27 Feb 2021.

Vancouver:

Walker KE. Preschool Teachers’ Constructions of Early Reading. [Internet] [Thesis]. University of North Texas; 2014. [cited 2021 Feb 27]. Available from: https://digital.library.unt.edu/ark:/67531/metadc500020/.

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

Council of Science Editors:

Walker KE. Preschool Teachers’ Constructions of Early Reading. [Thesis]. University of North Texas; 2014. Available from: https://digital.library.unt.edu/ark:/67531/metadc500020/

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

University of South Africa

19. Bawani, Elisa Leungo. Preschool teachers’ experiences and reflections in implementing a pre-primary curriculum for five to six year olds in Francistown, Botswana .

Degree: 2019, University of South Africa

URL: http://hdl.handle.net/10500/26506

► The 2012 Integrated Early Childhood Development (IECD) curriculum recently introduced in all Botswana government preschools was examined by this study. To guide the findings of… (more)

Subjects/Keywords: Preschool; Preschool education; Preschool teachers; Holistic development; Curriculum; Curriculum implementation; Teacher training

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APA (6^th Edition):

Bawani, E. L. (2019). Preschool teachers’ experiences and reflections in implementing a pre-primary curriculum for five to six year olds in Francistown, Botswana . (Masters Thesis). University of South Africa. Retrieved from http://hdl.handle.net/10500/26506

Chicago Manual of Style (16^th Edition):

Bawani, Elisa Leungo. “Preschool teachers’ experiences and reflections in implementing a pre-primary curriculum for five to six year olds in Francistown, Botswana .” 2019. Masters Thesis, University of South Africa. Accessed February 27, 2021. http://hdl.handle.net/10500/26506.

MLA Handbook (7^th Edition):

Bawani, Elisa Leungo. “Preschool teachers’ experiences and reflections in implementing a pre-primary curriculum for five to six year olds in Francistown, Botswana .” 2019. Web. 27 Feb 2021.

Vancouver:

Bawani EL. Preschool teachers’ experiences and reflections in implementing a pre-primary curriculum for five to six year olds in Francistown, Botswana . [Internet] [Masters thesis]. University of South Africa; 2019. [cited 2021 Feb 27]. Available from: http://hdl.handle.net/10500/26506.

Council of Science Editors:

Bawani EL. Preschool teachers’ experiences and reflections in implementing a pre-primary curriculum for five to six year olds in Francistown, Botswana . [Masters Thesis]. University of South Africa; 2019. Available from: http://hdl.handle.net/10500/26506

20. Ålrud, Josefin. På barnens initiativ- en kvalitativ studie om matematik på förskolans utegård.

Degree: Health and Education, 2014, University of Skövde

URL: http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-9071

►

Syftet med studien är att undersöka och analysera pedagogers arbete med matematik på förskolans utegård. Studien genomfördes i form av intervjuer och observationer. Resultatet… (more)

▼

Syftet med studien är att undersöka och analysera pedagogers arbete med matematik på förskolans utegård. Studien genomfördes i form av intervjuer och observationer. Resultatet visar att pedagogers arbete med matematik på förkolans utegård främst sker genom att de benämner vad barnen gör med matematiska begrepp och utmanar dem genom att ställa frågor och på så sätt utveckla aktiviteterna. Vissa pedagoger nämner att de arbetar på ett undersökande sätt med problemlösning. Vissa pedagoger skapar även lärtillfällen inom matematik genom att förse barnen med material eller genom att arbeta med planerade aktiviteter på utegården som berör matematik. Pedagogerna ser bara fördelar med att arbeta med matematik på utegården och att det främst är deras eget förhållningssätt som påverkar hur detta arbete ser ut. Slutsatsen är att pedagoger har en viktig roll när det gäller hur arbetet med matematik på utegården ser ut. Detta gör att det är intressant att se att resultatet ändå visade att arbetet med matematik på utegården främst sker på barnens initiativ.

The aim of this study was to investigate and analyze how preschool teachers use preschool yard in their work with mathematics. The method that was selected to collect data was qualitative interviews and observations. The result shows that preschool teachers work with mathematics mainly occurs through use of mathematics concept to term what the children are doing and by challenging them by asking questions that can develop thechildren´s activities. Some preschool teachers mention that they work in an exploratory manner with problem solving.Some preschool teachers also create learning opportunities by providing the children with materials or by working with planned activities on the preschool yard involving mathematics. The result shows that the preschool teachers only see benefits with working with mathematics on the preschool yard and that their attitudes affect how this work is done. The conclusion is that preschool teachers have an important role in how work with mathematics on the preschool yard appears. This makes it interesting that the result still shows that the work with mathematics on the preschool yard occurs primarily on initiatives from the children.

Subjects/Keywords: preschool; preschool yard; mathematics; preschool teachers attitudes; förskola; förskolans utegård; matematik; förskollärares förhållningssätt

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

APA (6^th Edition):

Ålrud, J. (2014). På barnens initiativ- en kvalitativ studie om matematik på förskolans utegård. (Thesis). University of Skövde. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-9071

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

Chicago Manual of Style (16^th Edition):

Ålrud, Josefin. “På barnens initiativ- en kvalitativ studie om matematik på förskolans utegård.” 2014. Thesis, University of Skövde. Accessed February 27, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-9071.

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

MLA Handbook (7^th Edition):

Ålrud, Josefin. “På barnens initiativ- en kvalitativ studie om matematik på förskolans utegård.” 2014. Web. 27 Feb 2021.

Vancouver:

Ålrud J. På barnens initiativ- en kvalitativ studie om matematik på förskolans utegård. [Internet] [Thesis]. University of Skövde; 2014. [cited 2021 Feb 27]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-9071.

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

Council of Science Editors:

Ålrud J. På barnens initiativ- en kvalitativ studie om matematik på förskolans utegård. [Thesis]. University of Skövde; 2014. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-9071

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

Karlstad University

21. Callh, Amanda. Förskolan som hälsofrämjande arena : En kvalitativ intervjustudie ur förskollärares perspektiv.

Degree: Educational Studies, 2018, Karlstad University

URL: http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-66298

► In order for the individual's chances of good health to increase, health promotion should beintroduced to the youngest children. A recent report shows that… (more)

Subjects/Keywords: preschool children´s health; well-being; health promotion; preschool; preschool teacher; Pedagogical Work; Pedagogiskt arbete

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APA (6^th Edition):

Callh, A. (2018). Förskolan som hälsofrämjande arena : En kvalitativ intervjustudie ur förskollärares perspektiv. (Thesis). Karlstad University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-66298

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

Chicago Manual of Style (16^th Edition):

Callh, Amanda. “Förskolan som hälsofrämjande arena : En kvalitativ intervjustudie ur förskollärares perspektiv.” 2018. Thesis, Karlstad University. Accessed February 27, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-66298.

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

MLA Handbook (7^th Edition):

Callh, Amanda. “Förskolan som hälsofrämjande arena : En kvalitativ intervjustudie ur förskollärares perspektiv.” 2018. Web. 27 Feb 2021.

Vancouver:

Callh A. Förskolan som hälsofrämjande arena : En kvalitativ intervjustudie ur förskollärares perspektiv. [Internet] [Thesis]. Karlstad University; 2018. [cited 2021 Feb 27]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-66298.

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

Council of Science Editors:

Callh A. Förskolan som hälsofrämjande arena : En kvalitativ intervjustudie ur förskollärares perspektiv. [Thesis]. Karlstad University; 2018. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-66298

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

University of Southern California

22. Wilson, Christine Elena. Indicators of successful administrative leadership practice within high-stakes performance-based preschool programs.

Degree: EdD, Education (Leadership), 2014, University of Southern California

URL: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/507435/rec/3466

► The purpose of this study was to understand how administrative leaders in high stakes, performance-based, preschool programs lead, motivate stakeholders and create climate within their… (more)

▼ The purpose of this study was to understand how administrative leaders in high stakes, performance-based, preschool programs lead, motivate stakeholders and create climate within their preschool program to be successful in the face of increased professional demands and assessments under public subsidy. Four Leadership Frames and Charismatic Leadership was used to compare the leadership practices and attributes of preschool administrative leaders and the leadership perceptions of their teaching staff in highly rated and low rated subsidized preschool centers. Two key elements of successful preschool administrative leadership were studied; leadership performance traits under high-stakes, performance-based settings, where performance is directly tied to subsidy and the fostering by the preschool administrative leader of a successful cultural climate. There were two questions to guide the literature and methodology. How do preschool administrative leaders in successful early childhood education programs influence staff performance in performance-based high stakes settings, and what leadership attributes do successful preschool administrative leaders possess in order for their preschool programs to be successful in performance-based settings? The study was conducted using a survey, observations and interviews in which eight preschool centers voluntarily participated. The survey utilizing the key assumptions of Bolman and Deal’s Four Leadership Frames, was used to gather information and determine if there was a significant difference between the two groups. The findings indicated that there was robust statistical significance in the mean scores for the structural and symbolic frames of leadership for those highly rated preschool administrative leaders in comparison to their low rated counterparts. The findings also aligned with charismatic leadership theory. In addition, there was found a relationship between leader behaviors and their transformational effects. Highly rated preschool administrative leaders demonstrated a number of leadership attributes and strategies, which aligned with the key assumptions of the structural and symbolic frame, as well as demonstrated values and identities that when implicated in action, influenced the cultural climate of their programs, and represented a shift from the instrumental to the moral, and from individual concern for contributions to a collective leading to high quality organizations. However the data indicated that there was no statistical significance in mean scores for the human resource or political frame, and that there was no significance in the perceptions of leadership practice by the teaching staff of either group. Advisors/Committee Members: Garcia, Pedro EnriqueGarcía, Pedro EnriqueCastruita, Rudy Max (Committee Chair), Ayala, Celia (Committee Member).

Subjects/Keywords: preschool; leadership; preschool administration; preschool programs; administrative leadership; leadership behavior; Christine Wilson

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APA (6^th Edition):

Wilson, C. E. (2014). Indicators of successful administrative leadership practice within high-stakes performance-based preschool programs. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/507435/rec/3466

Chicago Manual of Style (16^th Edition):

Wilson, Christine Elena. “Indicators of successful administrative leadership practice within high-stakes performance-based preschool programs.” 2014. Doctoral Dissertation, University of Southern California. Accessed February 27, 2021. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/507435/rec/3466.

MLA Handbook (7^th Edition):

Wilson, Christine Elena. “Indicators of successful administrative leadership practice within high-stakes performance-based preschool programs.” 2014. Web. 27 Feb 2021.

Vancouver:

Wilson CE. Indicators of successful administrative leadership practice within high-stakes performance-based preschool programs. [Internet] [Doctoral dissertation]. University of Southern California; 2014. [cited 2021 Feb 27]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/507435/rec/3466.

Council of Science Editors:

Wilson CE. Indicators of successful administrative leadership practice within high-stakes performance-based preschool programs. [Doctoral Dissertation]. University of Southern California; 2014. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/507435/rec/3466

Michigan State University

23. Meconi, Claire Ann. Development of language processing in preschoolers from lower socioeconomic status backgrounds : an event-related potentials study.

Degree: 2016, Michigan State University

URL: http://etd.lib.msu.edu/islandora/object/etd:3960

►

Thesis M.A. Michigan State University. Communicative Sciences and Disorders 2016

Many factors affect the rate of language acquisition in children, including genetic factors, cognitive abilities,… (more)

▼

Thesis M.A. Michigan State University. Communicative Sciences and Disorders 2016

Many factors affect the rate of language acquisition in children, including genetic factors, cognitive abilities, and the environment, including language stimulation, parent-child interactions, and access to books (Bates, Dale, & Thal, 1995; Hackman, Farah, & Meaney, 2010; Hart & Risley, 1995). A rich body of literature has documented reduced language abilities in children from lower socioeconomic status (SES) environments compared to their higher SES peers. Despite an extensive literature on the development of language from a behavioral perspective, our understanding of the development of neural processes underlying language are not well understood. The current study evaluates the development of neural processes underlying language in children from lower SES backgrounds. Twenty-five preschoolers from lower SES backgrounds participated in this study. Behavioral performance and event-related potentials (ERPs) were used to evaluate changes in language skills and neural processes for language over a one year time period, from age four to age five. The children watched a claymation cartoon of Pingu the penguin. The cartoons contained semantic and syntactic canonical and violation sentences. For semantic conditions, results revealed a significant increase in N400 mean amplitudes from age four to age five. These findings suggest that neural processes for semantic violations are still developing in young children from lower SES backgounds. For standard English and Jabberwocky conditions, in which sentences contained correct English grammar but reduced semantic context, syntactic violations elicited N400 responses at age four with a trend toward smaller N400 amplitudes and a shift toward a positive response at age five. These results suggest that the children are not yet engaging typical neural systems for syntax even by age five. Comparison with previous findings suggest that these neural patterns in young children from lower SES households are delayed compared to the neural processes underlying language in peers from higher SES households. Together, the findings have implications for the importance of early education in supporting language development in young children from lower SES backgrounds.

Description based on online resource;

Advisors/Committee Members: Hampton Wray, Amanda, Hunter, Eric J, Cao, Fan.

Subjects/Keywords: Preschool children – Language; Preschool children – Economic conditions; Preschool children – Social conditions; Evoked potentials (Electrophysiology); Language

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APA (6^th Edition):

Meconi, C. A. (2016). Development of language processing in preschoolers from lower socioeconomic status backgrounds : an event-related potentials study. (Thesis). Michigan State University. Retrieved from http://etd.lib.msu.edu/islandora/object/etd:3960

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

Chicago Manual of Style (16^th Edition):

Meconi, Claire Ann. “Development of language processing in preschoolers from lower socioeconomic status backgrounds : an event-related potentials study.” 2016. Thesis, Michigan State University. Accessed February 27, 2021. http://etd.lib.msu.edu/islandora/object/etd:3960.

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

MLA Handbook (7^th Edition):

Meconi, Claire Ann. “Development of language processing in preschoolers from lower socioeconomic status backgrounds : an event-related potentials study.” 2016. Web. 27 Feb 2021.

Vancouver:

Meconi CA. Development of language processing in preschoolers from lower socioeconomic status backgrounds : an event-related potentials study. [Internet] [Thesis]. Michigan State University; 2016. [cited 2021 Feb 27]. Available from: http://etd.lib.msu.edu/islandora/object/etd:3960.

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

Council of Science Editors:

Meconi CA. Development of language processing in preschoolers from lower socioeconomic status backgrounds : an event-related potentials study. [Thesis]. Michigan State University; 2016. Available from: http://etd.lib.msu.edu/islandora/object/etd:3960

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

Oregon State University

24. Upington, Deborah A. Preschooler's perceptions of a patio garden.

Degree: MS, Design and Human Environment, 2009, Oregon State University

URL: http://hdl.handle.net/1957/13755

► This study sought to fill a void in research literature supporting Attention Restoration Theory (ART) and the beneficial effects of exposure to natural, green spaces.… (more)

Subjects/Keywords: Preschool; Maze gardens – Psychological aspects

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APA (6^th Edition):

Upington, D. A. (2009). Preschooler's perceptions of a patio garden. (Masters Thesis). Oregon State University. Retrieved from http://hdl.handle.net/1957/13755

Chicago Manual of Style (16^th Edition):

Upington, Deborah A. “Preschooler's perceptions of a patio garden.” 2009. Masters Thesis, Oregon State University. Accessed February 27, 2021. http://hdl.handle.net/1957/13755.

MLA Handbook (7^th Edition):

Upington, Deborah A. “Preschooler's perceptions of a patio garden.” 2009. Web. 27 Feb 2021.

Vancouver:

Upington DA. Preschooler's perceptions of a patio garden. [Internet] [Masters thesis]. Oregon State University; 2009. [cited 2021 Feb 27]. Available from: http://hdl.handle.net/1957/13755.

Council of Science Editors:

Upington DA. Preschooler's perceptions of a patio garden. [Masters Thesis]. Oregon State University; 2009. Available from: http://hdl.handle.net/1957/13755

Tulane University

25. Black, Corey. Teacher Turnover and Preschooler Externalizing Behaviors in Low-Income Early Childhood Educational Settings.

Degree: 2018, Tulane University

URL: https://digitallibrary.tulane.edu/islandora/object/tulane:83286

►

Research has demonstrated that high levels of teacher turnover are correlated with poorer student outcomes, including lower levels of educational quality, poorer academic outcomes, greater… (more)

Subjects/Keywords: preschool; teacher turnover; externalizing behaviors

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APA (6^th Edition):

Black, C. (2018). Teacher Turnover and Preschooler Externalizing Behaviors in Low-Income Early Childhood Educational Settings. (Thesis). Tulane University. Retrieved from https://digitallibrary.tulane.edu/islandora/object/tulane:83286

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

Chicago Manual of Style (16^th Edition):

Black, Corey. “Teacher Turnover and Preschooler Externalizing Behaviors in Low-Income Early Childhood Educational Settings.” 2018. Thesis, Tulane University. Accessed February 27, 2021. https://digitallibrary.tulane.edu/islandora/object/tulane:83286.

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

MLA Handbook (7^th Edition):

Black, Corey. “Teacher Turnover and Preschooler Externalizing Behaviors in Low-Income Early Childhood Educational Settings.” 2018. Web. 27 Feb 2021.

Vancouver:

Black C. Teacher Turnover and Preschooler Externalizing Behaviors in Low-Income Early Childhood Educational Settings. [Internet] [Thesis]. Tulane University; 2018. [cited 2021 Feb 27]. Available from: https://digitallibrary.tulane.edu/islandora/object/tulane:83286.

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

Council of Science Editors:

Black C. Teacher Turnover and Preschooler Externalizing Behaviors in Low-Income Early Childhood Educational Settings. [Thesis]. Tulane University; 2018. Available from: https://digitallibrary.tulane.edu/islandora/object/tulane:83286

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

University of Utah

26. Thompson, Robyn. Social stories: an intervention tool to help decrease undesired behaviors in children with characteristics of autism spectrum disorders.

Degree: PhD, Special Education, 2015, University of Utah

URL: http://content.lib.utah.edu/cdm/singleitem/collection/etd3/id/3934/rec/2209

► An adapted alternating treatment design was implemented to explore whether (a) aSocial Story presented in a paper-based format was effective in decreasing undesiredbehaviors when compared… (more)

Subjects/Keywords: behavior; preschool; Social Stories

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APA (6^th Edition):

Thompson, R. (2015). Social stories: an intervention tool to help decrease undesired behaviors in children with characteristics of autism spectrum disorders. (Doctoral Dissertation). University of Utah. Retrieved from http://content.lib.utah.edu/cdm/singleitem/collection/etd3/id/3934/rec/2209

Chicago Manual of Style (16^th Edition):

Thompson, Robyn. “Social stories: an intervention tool to help decrease undesired behaviors in children with characteristics of autism spectrum disorders.” 2015. Doctoral Dissertation, University of Utah. Accessed February 27, 2021. http://content.lib.utah.edu/cdm/singleitem/collection/etd3/id/3934/rec/2209.

MLA Handbook (7^th Edition):

Thompson, Robyn. “Social stories: an intervention tool to help decrease undesired behaviors in children with characteristics of autism spectrum disorders.” 2015. Web. 27 Feb 2021.

Vancouver:

Thompson R. Social stories: an intervention tool to help decrease undesired behaviors in children with characteristics of autism spectrum disorders. [Internet] [Doctoral dissertation]. University of Utah; 2015. [cited 2021 Feb 27]. Available from: http://content.lib.utah.edu/cdm/singleitem/collection/etd3/id/3934/rec/2209.

Council of Science Editors:

Thompson R. Social stories: an intervention tool to help decrease undesired behaviors in children with characteristics of autism spectrum disorders. [Doctoral Dissertation]. University of Utah; 2015. Available from: http://content.lib.utah.edu/cdm/singleitem/collection/etd3/id/3934/rec/2209

27. Filangeri-Parashar, Jessica. Preschoolers' attachment to grandparent caregivers .

Degree: 2008, State University of New York at New Paltz

URL: http://hdl.handle.net/1951/43012

► Currently, there are over 2.4 million children in the United States living in the custodial care of their grandparents. Grandparents as caregivers and the problems… (more)

Subjects/Keywords: attachment behavior; preschool children

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APA (6^th Edition):

Filangeri-Parashar, J. (2008). Preschoolers' attachment to grandparent caregivers . (Thesis). State University of New York at New Paltz. Retrieved from http://hdl.handle.net/1951/43012

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

Chicago Manual of Style (16^th Edition):

Filangeri-Parashar, Jessica. “Preschoolers' attachment to grandparent caregivers .” 2008. Thesis, State University of New York at New Paltz. Accessed February 27, 2021. http://hdl.handle.net/1951/43012.

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

MLA Handbook (7^th Edition):

Filangeri-Parashar, Jessica. “Preschoolers' attachment to grandparent caregivers .” 2008. Web. 27 Feb 2021.

Vancouver:

Filangeri-Parashar J. Preschoolers' attachment to grandparent caregivers . [Internet] [Thesis]. State University of New York at New Paltz; 2008. [cited 2021 Feb 27]. Available from: http://hdl.handle.net/1951/43012.

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

Council of Science Editors:

Filangeri-Parashar J. Preschoolers' attachment to grandparent caregivers . [Thesis]. State University of New York at New Paltz; 2008. Available from: http://hdl.handle.net/1951/43012

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

University of Zambia

28. Moonga, Basila Gertrude. An evaluation of the use of early literacy learning and teaching materials by grade 1-4 teachers in seleceted Schools of Chikankata District of Zambia .

Degree: 2016, University of Zambia

URL: http://dspace.unza.zm:8080/xmlui/handle/123456789/4914

► The government of the Republic of Zambia provided the early literacy learning and teaching materials in familiar Zambian Languages to support the newly introduced Primary… (more)

Subjects/Keywords: Language arts (Preschool); Literacy-Zambia

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APA (6^th Edition):

Moonga, B. G. (2016). An evaluation of the use of early literacy learning and teaching materials by grade 1-4 teachers in seleceted Schools of Chikankata District of Zambia . (Thesis). University of Zambia. Retrieved from http://dspace.unza.zm:8080/xmlui/handle/123456789/4914

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

Chicago Manual of Style (16^th Edition):

Moonga, Basila Gertrude. “An evaluation of the use of early literacy learning and teaching materials by grade 1-4 teachers in seleceted Schools of Chikankata District of Zambia .” 2016. Thesis, University of Zambia. Accessed February 27, 2021. http://dspace.unza.zm:8080/xmlui/handle/123456789/4914.

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

MLA Handbook (7^th Edition):

Moonga, Basila Gertrude. “An evaluation of the use of early literacy learning and teaching materials by grade 1-4 teachers in seleceted Schools of Chikankata District of Zambia .” 2016. Web. 27 Feb 2021.

Vancouver:

Moonga BG. An evaluation of the use of early literacy learning and teaching materials by grade 1-4 teachers in seleceted Schools of Chikankata District of Zambia . [Internet] [Thesis]. University of Zambia; 2016. [cited 2021 Feb 27]. Available from: http://dspace.unza.zm:8080/xmlui/handle/123456789/4914.

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

Council of Science Editors:

Moonga BG. An evaluation of the use of early literacy learning and teaching materials by grade 1-4 teachers in seleceted Schools of Chikankata District of Zambia . [Thesis]. University of Zambia; 2016. Available from: http://dspace.unza.zm:8080/xmlui/handle/123456789/4914

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

Oregon State University

29. Pettygrove, Willa Bowman. A reliability and validity study of a measure of preschool competence.

Degree: PhD, Family Life, 1976, Oregon State University

URL: http://hdl.handle.net/1957/43390

► Social competence has emerged in research on social development as a construct unifying behavioral and motivational dimensions of social development in the preschool child. It… (more)

▼ Social competence has emerged in research on social development as a construct unifying behavioral and motivational dimensions of social development in the preschool child. It draws from theories of social learning, cognitive development, and competence motivation. The theoretical relevance and empirical utility of the construct indicate the need for further research on methods of measuring social competence. Recent investigators have noted the cultural relativity of social competence, as a construct which includes values about behavior. Although parents have been infrequently used as a population of experts for content validation, they could provide important information about the cultural values underlying a definition of competence. The present study investigates several methodological questions as they relate to Baumrind's Preschool Behavior Q Sort (PBQS), a measure of social competence. The questions include reliability and validity after modifications in administration; the construct validity of the PBQS factor Independence, when compared with an alternative measure of independence; and the content validity of the PBQS seven-cluster, two-factor model of preschool competence based on parental responses to PBQS items. Child data came from naturalistic observations of 36 preschool The sample was restricted to children between 48 and 60 months old, of normal and above verbal intelligence, and from middle class families. The PBQS was used to rate subjects after a 2.5 hour observation supplemented with anecdotal records collected by staff at the preschool. Parent subjects had children in the preschool which provided the child sample. The parent sample was homogeneous with respect to sociocultural background. Parents rated PBQS items presented as seven point Likert-type items. Questionnaires were completed by 97 parents. Interrater reliability was computed for each subject across 72 items and 7 clusters, for each cluster across all subjects, and for each item across all subjects. Reliability was high for most subjects. Reliability was significant for all clusters and 63 items. The matrix of interitem correlations for child data was analyzed on the basis of frequency of significant correlations and the mean correlation of each item with all others. Although some within-cluster correlations were in the expected pattern, between-cluster item correlations indicated a lack of independence between clusters. A stepwise discriminant analysis was used to test the relationship of the PBQS Independence factor to another measure of independence. In a model which discriminated between children having three levels of independence on Beller's Scale of Independence, less than one-half the items were PBQS Independence factor items. The matrix of interitem correlations for parent data was analyzed in the same way as the matrix for child data. The multi-cluster pattern of intercorrelations did not appear. Parents seemed to respond in terms of a univariate definition of social competence, with… Advisors/Committee Members: Gravatt, Arthur E. (advisor).

Subjects/Keywords: Education; Preschool

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APA (6^th Edition):

Pettygrove, W. B. (1976). A reliability and validity study of a measure of preschool competence. (Doctoral Dissertation). Oregon State University. Retrieved from http://hdl.handle.net/1957/43390

Chicago Manual of Style (16^th Edition):

Pettygrove, Willa Bowman. “A reliability and validity study of a measure of preschool competence.” 1976. Doctoral Dissertation, Oregon State University. Accessed February 27, 2021. http://hdl.handle.net/1957/43390.

MLA Handbook (7^th Edition):

Pettygrove, Willa Bowman. “A reliability and validity study of a measure of preschool competence.” 1976. Web. 27 Feb 2021.

Vancouver:

Pettygrove WB. A reliability and validity study of a measure of preschool competence. [Internet] [Doctoral dissertation]. Oregon State University; 1976. [cited 2021 Feb 27]. Available from: http://hdl.handle.net/1957/43390.

Council of Science Editors:

Pettygrove WB. A reliability and validity study of a measure of preschool competence. [Doctoral Dissertation]. Oregon State University; 1976. Available from: http://hdl.handle.net/1957/43390

Oregon State University

30. Tepfer, Amanda Taek Soon. Predicting School Readiness Using Motor Skill Proficiency of At-Risk Preschoolers.

Degree: PhD, Exercise and Sport Science, 2015, Oregon State University

URL: http://hdl.handle.net/1957/56068

► Background: Early childhood is filled with incredible growth in all areas of development and offers a critical period for optimal learning (Lerner, 2002). During this… (more)

▼ Background: Early childhood is filled with incredible growth in all areas of development and offers a critical period for optimal learning (Lerner, 2002). During this critical period both motor skills (Bouffard, Watkinson, Thompson, Causgrove Dunn, & Romanow, 1996; Clark & Metcalfe, 2002; Lubans, Morgan, Cliff, Barnett, & Okely, 2010; Stodden et al., 2008), as well as self-regulation skills develop (Blair, 2002). Recent empirical research suggests active play, during early childhood, may help establish healthy behaviors and play a role in early childhood development through improving cognitive, social, and emotional health (Ginsburg, 2007). Previous research indicates success in the classroom requires strong self-regulation skills, such as attention, memory, and inhibitory control (Blair, 2002). Yet, the role of motor skills amidst other developmental indicators of school readiness is not well documented. Thus, the purpose of this project was to examine the relationship between motor skills and aspects of school readiness in young children between the ages of 3-5 years from at-risk populations. Methods: This descriptive, cross-sectional study included a sample of 162 children with at least one biological (e.g. disability) or environmental (e.g. low-income) risk factor, per parent report, from two geographical areas in the US. Individual assessments of gross and fine motor skills, behavioral self-regulation, early literacy, and early math skills were used to examine associations between motor skills and early indicators of school readiness. Results: Results of hierarchical regression analyses demonstrated that preschool gross and fine motor skills significantly predicted indicators of school readiness, specifically behavioral self-regulation and early academic achievement. Further analysis indicated fine motor skills predicted school readiness over gross motor skills, even after controlling for age (in months) and site. Conclusion: This study found positive relations, with specific aspects of fine motor skills and early indicators of school readiness. These findings have implications for school readiness initiatives focused on improving early developmental trajectories for preschool aged children from at-risk populations. Advisors/Committee Members: MacDonald, Megan (advisor), Yun, Joonkoo (committee member).

Subjects/Keywords: motor skill proficiency; Preschool children

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APA (6^th Edition):

Tepfer, A. T. S. (2015). Predicting School Readiness Using Motor Skill Proficiency of At-Risk Preschoolers. (Doctoral Dissertation). Oregon State University. Retrieved from http://hdl.handle.net/1957/56068

Chicago Manual of Style (16^th Edition):

Tepfer, Amanda Taek Soon. “Predicting School Readiness Using Motor Skill Proficiency of At-Risk Preschoolers.” 2015. Doctoral Dissertation, Oregon State University. Accessed February 27, 2021. http://hdl.handle.net/1957/56068.

MLA Handbook (7^th Edition):

Tepfer, Amanda Taek Soon. “Predicting School Readiness Using Motor Skill Proficiency of At-Risk Preschoolers.” 2015. Web. 27 Feb 2021.

Vancouver:

Tepfer ATS. Predicting School Readiness Using Motor Skill Proficiency of At-Risk Preschoolers. [Internet] [Doctoral dissertation]. Oregon State University; 2015. [cited 2021 Feb 27]. Available from: http://hdl.handle.net/1957/56068.

Council of Science Editors:

Tepfer ATS. Predicting School Readiness Using Motor Skill Proficiency of At-Risk Preschoolers. [Doctoral Dissertation]. Oregon State University; 2015. Available from: http://hdl.handle.net/1957/56068

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