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Hits 1 – 20 of 101
1
Baby Doll Preferences: Mothers and Daughters
Şahin Zeteroğlu, Elvan
In: 8th International Toy Research Association World Conference ; https://hal-univ-paris13.archives-ouvertes.fr/hal-02083767 ; 8th International Toy Research Association World Conference, International Toy Research Association (ITRA), Jul 2018, Paris, France (2018)
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2
Finding our place in Early Childhood Education – The journey of beginning Pasifika Early Childhood Teachers
Tike, Kendra Janelle
. - : Auckland University of Technology, 2018
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3
Father Engagement in Early Childhood Programs: Research-to-Policy Resources
Lawrence, Sharmila M.
. - : Child Care and Early Education Research Connections, 2018
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4
Parental Attributions of Control and Self-Efficacy: Observed Parenting Behaviors in Mothers of Preschool Children with Autism Spectrum Disorder
Chiel, Zoe
. - 2018
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5
Promoting School Readiness with Preschool Curricula
Nguyen, Tutrang Chung
. - : eScholarship, University of California, 2018
In: Nguyen, Tutrang Chung. (2018). Promoting School Readiness with Preschool Curricula. UC Irvine: Education. Retrieved from: http://www.escholarship.org/uc/item/0pd2z2ph (2018)
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6
Improving Joint Engagement and Commenting Language in Minimally Verbal Children with ASD
Holbrook, Alison
. - : eScholarship, University of California, 2018
In: Holbrook, Alison. (2018). Improving Joint Engagement and Commenting Language in Minimally Verbal Children with ASD. UCLA: Education 0249. Retrieved from: http://www.escholarship.org/uc/item/1rk706rn (2018)
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7
Promoting School Readiness with Preschool Curricula
Nguyen, Tutrang Chung
. - : eScholarship, University of California, 2018
Abstract:
Preschool curricula are a much-researched topic in early childhood education and a renewed emphasis has been placed on understanding the effectiveness of curricula as the number of children enrolled in public preschool in the U.S. is increasing. Key to understanding how curricula are more or less effective in promoting classroom quality and children’s school readiness is knowing the differential relations between various packages that are used in public preschool classrooms, the extent to which these curricula are being implemented faithfully, and for whom they are most effective.This dissertation, comprised of three studies, comprehensively examines the different ways in which various curricula promote children’s learning and development so that they are school-ready at the end of the preschool year. The first and second studies focus on whole-child curricula. For study one, I examine associations of various whole-child curricula packages on classroom quality and children’s school readiness outcomes using data from the Head Start Family and Child Experiences Survey, 2009 Cohort. Results suggest that the whole-child curricular packages under examination have no associations with improved classroom quality or children’s school readiness skills, including academic, socio-emotional, and executive function outcomes. In study two, I conduct open-ended observations of curriculum implementation fidelity across four classrooms located in Head Start centers to understand what a whole-child classroom looks like in practice. I find that teachers are able to implement easier, explicit components of the curriculum throughout the day as these activities are built into the daily classroom routine. However, I observe that teachers struggle with scaffolding children’s learning during these activities, which takes considerable skill on their part. Finally, in the third study I use quasi-experimental methods to explicitly test five different hypotheses of treatment effect heterogeneity in academic skill-specific curriculum interventions based on educational, developmental, and economic theory. Findings suggest that skill-specific curricula have differential effects at the top and bottom of the distribution of children’s literacy and language outcomes.Together, the three studies provide new evidence that furthers the field’s understanding of curriculum as an important instructional feature in public preschools, both nationally and locally, and has implications for promoting the development of linguistically and culturally diverse low-income and disadvantaged children. These results provide policy-relevant information for facilitating the most efficient use of early learning funding, making decisions about how best to target specific curricular programs, and suggesting ways to improve the design and implementation of programs for high-quality preschool.
Keyword:
Classroom quality
;
Curricula
;
Early childhood
;
Early childhood education
;
Education policy
;
Educational evaluation
;
Preschool
;
Program evaluation
;
School readiness
URL:
https://escholarship.org/uc/item/0pd2z2ph
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8
A Single-Subject Evaluation of Facilitated Communication in the Completion of School-Assigned Homework
Meissner, Nancy A
In: Dissertations & Theses (2018)
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9
Wirkungen naturwissenschaftlicher Bildungsangebote auf pädagogische Fachkräfte und Kinder ...
Anders, Yvonne
;
Barenthien, Julia
;
Hardy, Ilonca
. - : Verlag Barbara Budrich, 2018
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10
Early Messages: Facilitating Language Development and Communication ...
Unav
. - : Columbia University, 2018
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11
Father Engagement in Early Childhood Programs: Research-to-Policy Resources ...
Lawrence, Sharmila M.
. - : Columbia University, 2018
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12
Early Messages, Facilitating Language Development and Communication ...
Unav
. - : Columbia University, 2018
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13
Parent-Implemented Language Intervention with Young Children from Low-SES Environments Who Have Language Impairment ...
Hatcher, Courtney Allison
. - : University of Kentucky Libraries, 2018
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14
Einflussfaktoren mathematischer Kompetenzen vor Schuleintritt ... : Influencing factors of mathematical competences before school entry ...
Sale, Alissa
;
Schell, Annika
;
Koglin, Ute
. - : Pabst Science Publishers, 2018
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15
Prozessbegleitete Professionalisierungsmöglichkeiten für pädagogische Fachkräfte im Bereich sprachliche Bildung und Förderung ...
Girlich, Sarah
;
Jurleta, Robert
;
Glück, Christian W.
. - : Schulz-Kirchner Verlag, 2018
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16
Evaluating the feasibility of a group adapted shared reading emergent literacy intervention for children with ASD
Fissel, Schea Nicole, Fissel
In: http://rave.ohiolink.edu/etdc/view?acc_num=kent1521551834193803 (2018)
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17
Collaboration Among Professionals Working with English Learners with Disabilities in a Newcomer School: A Case Study
Mann, Nicole M
In: http://rave.ohiolink.edu/etdc/view?acc_num=akron1527103216058588 (2018)
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18
Linguistic Interactions of Spanish Speaking Mexican American Families
Garcia, Adelfio J
In: Dissertations (2018)
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19
Wirkungen naturwissenschaftlicher Bildungsangebote auf pädagogische Fachkräfte und Kinder
Anders, Yvonne
;
Barenthien, Julia
;
Hardy, Ilonca
. - : Verlag Barbara Budrich, 2018. : Opladen, 2018. : Berlin, 2018. : pedocs-Dokumentenserver/DIPF, 2018
In: Opladen; Berlin : Verlag Barbara Budrich 2018, 314 S. - (Wissenschaftliche Untersuchungen zur Arbeit der Stiftung „Haus der Kleinen Forscher“; 10) (2018)
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20
Prozessbegleitete Professionalisierungsmöglichkeiten für pädagogische Fachkräfte im Bereich sprachliche Bildung und Förderung
Deutsche Gesellschaft für Sprachheilpädagogik. Bundeskongress
(33. : 2018 : Rostock);
Glück, Christian W.
;
Jurleta, Robert
...
In: Jungmann, Tanja [Hrsg.]; Gierschner, Beate [Hrsg.]; Meindl, Marlene [Hrsg.]; Sallat, Stephan [Hrsg.]: Sprach- und Bildungshorizonte. Wahrnehmen - Beschreiben - Erweitern. Idstein : Schulz-Kirchner Verlag 2018, S. 211-217. - (Sprachheilpädagogik aktuell; 3) (2018)
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