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An Evaluation of One School's Reading Program to Support Struggling Readers Through the Use of Data
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In: Dissertations (2021)
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| 2 |
Advances in Global Education and Research: Volume 4
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In: University of South Florida M3 Center Publishing (2021)
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| 3 |
Virtual Tools Show Promise for Moving the Needle on Culturally and Linguistically Diverse Family Engagement
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In: The Advocate (2020)
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| 4 |
The Promise Of Language Planning In Indigenous Early Childhood Education In Mexico
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In: Publicly Accessible Penn Dissertations (2020)
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| 5 |
Supporting English Learners through Practice-Based Research
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In: Reading Horizons: A Journal of Literacy and Language Arts (2020)
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| 6 |
Journey to Refuge: Understanding Refugees, Exploring Trauma, and Best Practices for Newcomers and Schools
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In: NPP eBooks (2019)
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| 7 |
The Impact of Math Vocabulary on Conceptual Understanding for ELLs
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In: Networks: An Online Journal for Teacher Research (2019)
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| 8 |
Trends, affordances, and implications for learners' literacy and identity options: A systematic review of studies on transnational education
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In: Electronic Thesis and Dissertation Repository (2018)
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| 9 |
An Examination of Concepts of School Readiness Among Parents and Educators in Ireland
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In: Reports (2017)
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| 10 |
A Study of Home Emergent Literacy Experiences of Young Latino English Learners
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In: Faculty Publications: Department of Teaching, Learning and Teacher Education (2016)
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| 11 |
No.4, September 2015: Incorporating Scaffolded Dialogic Reading Practice in Teacher Training: An Opportunity to Improve Instruction for Young Dual Language Learners in Transitional Kindergarten
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In: Education and Policy Briefs (2015)
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| 12 |
A Comparison Study of Parents’ Perceptions of Quality in Early Childhood Programs
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In: UNLV Theses, Dissertations, Professional Papers, and Capstones (2015)
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Abstract:
Research has demonstrated that high quality early childhood education (ECE) programs result in short and long-term benefits that are critical for children to reach their full potential and narrow the achievement gap. Parental involvement has been accepted as integral to quality ECE programs, and parental perception drives parental involvement. Perceptions and contributions of parents and caregivers including those who do not speak English have not been adequately addressed in the research. Furthermore, research has not addressed how parental perception regarding quality in ECE programs may vary according to whether their child has or does not have a disability. This study examined parents and caregivers perceptions of quality and cultural sensitivity in their children’s ECE programs and how perceptions may very between parents and caregivers of children with and without disabilities. Of the 215 participating parents and caregivers, 51% spoke primarily Spanish, and their children— ages 3-5, with and without disabilities—attended early childhood, early childhood special education and inclusion classrooms in at-risk schools in a large, urban school district in the Southwest United States. Parents and caregivers’ perceptions of ECE program quality were assessed with a 22-item questionnaire that was available in English and Spanish versions. Responses were recorded on a 5-point Likert-type scale. The results were consistent with earlier research demonstrating parents could perceive quality indicators of ECE programs (Karrby, & Giota, 1995). This study extended previous research by demonstrating that Spanish speaking parents provided with a questionnaire translated into their home language also could accurately perceive quality and cultural sensitivity indicators in ECE programs. Parents and caregivers especially those who speak Spanish could make particularly valuable contributions to their children’s success as the nation is projected to embark on its first year of educating a majority minority population (Duncan, 2014) consisting largely of Spanish-speaking families (U.S. Census, 2012).
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Keyword:
and Multicultural Education; Bilingual; Cultural diversity; Early Childhood; Early childhood education; Early childhood education – Parent participation; Early childhood special education; Education; Education – Quality control; High quality early childhood education; Kindergarten Teacher Education; Multiculturalism; Multilingual; Parent involvement; Parent perceptions; Pre-Elementary; Special Education and Teaching
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URL: https://digitalscholarship.unlv.edu/cgi/viewcontent.cgi?article=3406&context=thesesdissertations
https://digitalscholarship.unlv.edu/thesesdissertations/2405
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| 13 |
Loris Malaguzzi and the Teachers: Dialogues on Collaboration and Conflict among Children, Reggio Emilia 1990
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In: Zea E-Books Collection (2015)
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| 14 |
"Contradictions, Clashes, Cominglings": The Syncretic Literacy Projects of Young Bilinguals
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In: Teacher Education Faculty Publications (2013)
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| 15 |
"We’ve Been Doing It Your Way Long Enough": Syncretism as a Critical Process
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In: Teacher Education Faculty Publications (2013)
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| 16 |
Guest Editors’ Introduction: Syncretism and Syncretic Literacies
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In: Teacher Education Faculty Publications (2013)
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| 17 |
The development of a model of culturally responsive science and mathematics teaching
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In: Faculty Publications: Department of Teaching, Learning and Teacher Education (2013)
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| 18 |
Lesson 4: Spanish Ybor City in the 19th & 20th Centuries, Today, and Tomorrow
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In: Hispanic Heritage of Florida Conference 2012 (2012)
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| 19 |
Lesson 1: Spanish Exploration of Florida
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In: Hispanic Heritage of Florida Conference 2012 (2012)
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| 20 |
Lesson 5: “İHuelga!” (Strike!)
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In: Hispanic Heritage of Florida Conference 2012 (2012)
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