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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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