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Hits 81 – 100 of 643

81	Teachers' self-efficacy beliefs regarding assessment and promotion of school-relevant skills of preschool children
	Höltge, Lea; Ehm, Jan-Henning; Hartmann, Ulrike...
	In: Early child development and care 189 (2019) 2, S. 339-351 (2019)
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82	Sind Fortbildungsmaßnahmen zu linguistisch fundierter Sprachförderung wirksam? Analysen zu den Kompetenzen von Fachkräften und mehrsprachigen Kindern
	Lemmer, Rabea; Ehm, Jan-Henning; Schulz, Petra...
	In: Frühe Bildung 8 (2019) 4, S. 181-186 (2019)
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83	Bildungsforschung mit Daten der amtlichen Statistik
	Fickermann, Detlef Hrsg.; Weishaupt, Horst Hrsg.. - : Waxmann, 2019. : Münster, 2019. : New York, 2019. : pedocs-Dokumentenserver/DIPF, 2019
	In: Münster ; New York : Waxmann 2019, 267 S. - (Die Deutsche Schule, Beiheft; 14) (2019)
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84	Der Einsatz von Fragearten in unterschiedlich stark strukturierten Situationen im Kita-Alltag ; Asking questions in differently structured everyday situations in early childhood education
	Schmidt, Floreana A.; Risse, Laura S.; Beckerle, Christine...
	In: Empirische Sonderpädagogik 11 (2019) 4, S. 310-317 (2019)
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85	Journey to Refuge: Understanding Refugees, Exploring Trauma, and Best Practices for Newcomers and Schools
	Harlow, Trina D.
	In: NPP eBooks (2019)
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86	The Impact of Math Vocabulary on Conceptual Understanding for ELLs
	Valley, Vanessa
	In: Networks: An Online Journal for Teacher Research (2019)
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87	Sind Fortbildungsmaßnahmen zu linguistisch fundierter Sprachförderung wirksam? Analysen zu den Kompetenzen von Fachkräften und mehrsprachigen Kindern ...
	Lemmer, Rabea; Huschka, Sina; Geyer, Sabrina. - : Hogrefe, 2019
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88	Seeing voices - the effects of using signs in Kindergartens ...
	Torbjørnsen, Inger Birgitte. - : Zenodo, 2019
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89	Seeing voices - the effects of using signs in Kindergartens ...
	Torbjørnsen, Inger Birgitte. - : Zenodo, 2019
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90	The Impact of Explicit Phonemic Awareness Instruction on Instructional Reading Levels in Kindergarten ...
	Fowler, Amy. - : Maryland Shared Open Access Repository, 2019
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91	Social Justice Education in Rural White Schools
	Overberg, Nathaniel
	In: Creative Components (2019)
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92	Logopädische Interventionen während der Betreuungszeit im Kindergarten – Entwicklung möglicher Versorgungsmodelle ...
	Hecht, Annika. - : German Medical Science GMS Publishing House, 2019
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93	The Effects of a Systematic Tier 2 Intervention on Kindergartners' Dibels Benchmarks
	Abernathy, Richard Kyle
	In: Doctoral Dissertations and Projects (2019)
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94	Building Brains Through Play: Results From a Quasi-Experimental Study in Two Title I Kindergarten Classrooms
	Allee-Herndon, Karyn A
	In: Georgia Educational Research Association Conference (2019)
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95	The Nicaraguan diaspora in Costa Rica: Schools and the disruption of transnational social fields
	Solano-Campos, Ana T.
	In: Early Childhood and Elementary Education Faculty Publications (2019)
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96	Educating early childhood preservice teachers about dual language theory and practice
	Solano-Campos, Ana T.; Acevedo-Aquino, Maria; Paugh, Patricia
	In: Early Childhood and Elementary Education Faculty Publications (2019)
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97	Examining the Dimensionality and Contributors of Kindergarten Composition
	Duncan, Molly K.
	In: Communication Sciences and Disorders Dissertations (2019)
	Abstract: Despite increasing pressure for children to learn to write at younger ages, there are many unanswered questions about composition skills in early elementary school. The goals of this dissertation were to add to knowledge about the measurement of young children’s writing and its component skills. Both studies explore the composition skills of a sample of 282 kindergartners. In Study 1, confirmatory factor analyses indicated that a qualitative scoring system and a productivity scoring system capture distinct dimensions of kindergartners’ compositions. A scoring system for curriculum-based measurement could not attain acceptable fit, which may suggest that CBM is ill-suited for capturing the important components of writing for kindergartners. This study indicated that the measurement and components of composition in kindergarten may be qualitatively different from the compositions of older children. Study 2 addressed two dimensions of kindergarten composition and skills that contribute to them, text generation and transcription. Latent moderated structural equation modeling was used to test the hypothesis that transcription moderates the relation between text generation and composition for kindergarten writers. This hypothesis is one possible manifestation of the Developmental Constraints Hypothesis (DCH). In support of the DCH, transcription had a strong constraining effect on both composition quality and productivity. Additionally, transcription moderates the relation between text generation and composition quality, although the moderation is negative. There is no signification moderation of transcription on the text generation-composition relation.
	Keyword: composition; Developmental Constraints Hypothesis; elementary writing; kindergarten writing; text generation; transcription
	URL: https://scholarworks.gsu.edu/epse_diss/125 https://scholarworks.gsu.edu/cgi/viewcontent.cgi?article=1142&context=epse_diss
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98	Politicizing Early Childhood Education and Care in Ontario: Race, Identity and Belonging
	Abawi, Zuhra E; Berman, Rachel, Dr.
	In: Journal of Curriculum, Teaching, Learning and Leadership in Education (2019)
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99	Effects of a Spanish Phonological Awareness Intervention on Latino Preschoolers' Dual Language Emergent Literacy Skills
	Soto, Xigrid T.. - : Digital Commons @ University of South Florida, 2019
	In: Graduate Theses and Dissertations (2019)
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100	Optimizing Early Intervention for Preschoolers' Vocabulary Development
	Peters-Sanders, Lindsey A.. - : Digital Commons @ University of South Florida, 2019
	In: Graduate Theses and Dissertations (2019)
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