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The Effects of a Behavioral Momentum Blending Intervention on the Accuracy of Textual and Spelling Responses Emitted by Preschool Students with Blending Difficulties
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| 82 |
The Relationship Between Bidirectional Naming, Derived Relations, and Non-Arbitrary Relations
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| 83 |
Integrating a Parent-Implemented Blend of Developmental and Behavioral Intervention Strategies into Speech-Language Treatment for Toddlers at Risk for Autism Spectrum Disorder.
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In: Seminars in speech and language, vol 39, iss 2 (2018)
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| 84 |
Conceptual Scoring and Classification Accuracy of Vocabulary Testing in Bilingual Children.
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In: Language, speech, and hearing services in schools, vol 49, iss 1 (2018)
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| 85 |
Conceptual Scoring and Classification Accuracy of Vocabulary Testing in Bilingual Children.
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In: Language, speech, and hearing services in schools, vol 49, iss 1 (2018)
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| 86 |
The Utility of Dynamic Assessment of Phonological Awareness for Bilingual Children in Singapore
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In: Yap, Dorcas Fen-Fung. (2018). The Utility of Dynamic Assessment of Phonological Awareness for Bilingual Children in Singapore. UC Berkeley: Education. Retrieved from: http://www.escholarship.org/uc/item/1kg9j39s (2018)
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| 87 |
Promoting School Readiness with Preschool Curricula
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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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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.
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Keyword:
Classroom quality; Curricula; Early childhood; Early childhood education; Education policy; Educational evaluation; Preschool; Program evaluation; School readiness
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URL: http://www.escholarship.org/uc/item/0pd2z2ph
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| 88 |
Contribution of parenting to complex syntax development in preschool children with developmental delays or typical development.
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In: Journal of intellectual disability research : JIDR, vol 62, iss 7 (2018)
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| 90 |
Achieving abstraction: Generating far analogies promotes relational reasoning in children.
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In: Developmental psychology, vol 54, iss 10 (2018)
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| 91 |
Wirkungen naturwissenschaftlicher Bildungsangebote auf pädagogische Fachkräfte und Kinder ...
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| 92 |
The Relationship Between Bidirectional Naming, Derived Relations, and Non-Arbitrary Relations ...
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| 93 |
Einflussfaktoren mathematischer Kompetenzen vor Schuleintritt ... : Influencing factors of mathematical competences before school entry ...
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| 94 |
What AAC interventions best provide functional communication for preschoolers with autism spectrum disorders?
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In: http://rave.ohiolink.edu/etdc/view?acc_num=osu1531761926504047 (2018)
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| 95 |
A Single-Subject Evaluation of Facilitated Communicationin the Completion of School-Assigned Homework
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In: http://rave.ohiolink.edu/etdc/view?acc_num=antioch1521038309724555 (2018)
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| 96 |
閩南語融入幼兒園主題教學之歷程與成效 ; The Process and Effect of Integrating Taiwanese Language into Preschool’s Thematic Teaching
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| 97 |
Wirkungen naturwissenschaftlicher Bildungsangebote auf pädagogische Fachkräfte und Kinder
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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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| 98 |
Simpel, aber doch komplex. Vom Dekodieren zum Leseverständnis
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In: Schulmanagement 49 (2018) 1, S. 28-30 (2018)
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| 99 |
Einflussfaktoren mathematischer Kompetenzen vor Schuleintritt ; Influencing factors of mathematical competences before school entry
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In: Empirische Sonderpädagogik 10 (2018) 4, S. 370-387 (2018)
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| 100 |
Teachers’ Phonological Awareness Assessment Practices, Self-Reported Knowledge and Actual Knowledge: The Challenge of Assessing What You May Know Less About
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In: Australian Journal of Teacher Education (2018)
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