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| 101 |
Use of the Physical Classroom Environment as a Teaching and Learning Tool Including the Impact of the CCSSI in Kindergarten Through Third Grade Classrooms in Northeast Tennessee
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In: Electronic Theses and Dissertations (2015)
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| 102 |
A Case Study OF Four Korean Mothers’ Behaviors And Beliefs During Korean And English Picture Book Read Alouds With Their PreSchool-Aged Bilingual Children
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In: Electronic Theses and Dissertations (2015)
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| 103 |
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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Abstract:
Findings from a joint collaborative between the Center for Equity for English Learners (CEEL) at Loyola Marymount University and the Los Angeles Unified School District (LAUSD) to provide professional development and coaching to Transitional Kindergarten (TK) teachers on the Scaffolded Dialogic Reading (SDR) are presented in this policy brief. SDR is a method to enhance language skills through dialogue and research-based scaffolds between teachers and small groups of children mediated through repeated readings of storybooks. The purpose of this brief is to: 1) state the opportunity to ensure Dual Language Learner (DLL) support within California’s TK policy; 2) provide a synthesis of research findings; and 3) provide TK professional learning and policy recommendations that would allow for the inclusion of professional development on evidence-based practices purposefully integrated with DLL supports. Policy recommendations include: 1) utilize professional learning modules such as SDR in 24 ECE unit requirement for TK teachers; 2) include individuals with ECE and DLL expertise in the ECE Teacher Preparation Advisory Panel; and 3) allocate additional funds in the state budget for training on SDR, in-classroom support for TK teachers of DLLs, and evaluation of these efforts. ; https://digitalcommons.lmu.edu/ceel_education_policybriefs/1003/thumbnail.jpg
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Keyword:
and Multicultural Education; and Research; Bilingual; Early Childhood; Education; Educational Assessment; Evaluation; Kindergarten Teacher Education; Language and Literacy Education; Multilingual; Pre-Elementary; Teacher Education and Professional Development
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URL: https://digitalcommons.lmu.edu/ceel_education_policybriefs/5
https://digitalcommons.lmu.edu/cgi/viewcontent.cgi?article=1003&context=ceel_education_policybriefs
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| 104 |
Why and How to Teach Culture in a World Language Class
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In: South East Coastal Conference on Languages & Literatures (SECCLL) (2015)
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| 105 |
Enriching a Child’s Literacy Environment (ECLE) Parents Enriching Home Environments Improving Children’s Mental - Psychomotor Skills
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In: National Youth Advocacy and Resilience Conference (2015)
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| 106 |
If You Give a Preschooler a Muffin: Building Literacy Skills in Urban Poverty Communities
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In: National Youth Advocacy and Resilience Conference (2015)
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| 107 |
A Study of Prekindergarten Impact on Early Literacy Readiness
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In: Dissertations (2015)
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| 108 |
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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| 109 |
Modeling Alphabet Skills as Instructive Feedback within a Phonological Awareness Curriculum
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In: Graduate Theses and Dissertations (2015)
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| 110 |
English language learning kindergartners' dynamic responses to picturebook reading
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In: Open Access Dissertations (2015)
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| 111 |
Professional Development Based On The Common European Framework of Reference for Languages And The New Ontario French Immersion Curriculum: A Case Study of Reflective Practice
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In: Electronic Thesis and Dissertation Repository (2015)
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| 112 |
"I See Their Purpose": Looking at the Role of Family Advocates in Partnering with Families and Advocating for Children in Guatemala City
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In: Theses and Dissertations--Early Childhood, Special Education, and Counselor Education (2015)
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| 113 |
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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| 114 |
Impact of a Teacher Training Program to Increase Informative Praise and Decrease Commands and Negative Comments
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In: Masters Theses & Specialist Projects (2015)
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| 115 |
Reading Intervention Using Interactive Metronome Treatment
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In: Masters Theses & Specialist Projects (2015)
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| 116 |
Die Language Route –Erzieherinnen als kompetente Sprachförderkräfte ...
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| 117 |
Alltagsorientierte Sprach- und Literacyförderung und dessen Effektivität – Erste Befunde des KOMPASS-Projektes ...
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| 118 |
Sprachförderstrategien im Kita-Alltag - Analysen von Gesprächen zwischen Fachkräften und Kindern ...
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| 119 |
Bilinguale pädagogische Fachkräfte als vorteilhafte Ressource in der Arbeit mit mehrsprachigen Kindern?
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In: Sallat, Stephan [Hrsg.]; Spreer, Markus [Hrsg.]; Glück, Christian W. [Hrsg.]: Sprache professionell fördern. Idstein : Schulz-Kirchner Verlag 2014, S. 311-317 (2014)
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| 120 |
Alltagsorientierte Sprach- und Literacyförderung und dessen Effektivität – Erste Befunde des KOMPASS-Projektes
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In: Sallat, Stephan [Hrsg.]; Spreer, Markus [Hrsg.]; Glück, Christian W. [Hrsg.]: Sprache professionell fördern. Idstein : Schulz-Kirchner Verlag 2014, S. 378-389 (2014)
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