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The Expatriate and Transnational Distance Student Phenomenon: A Series of Investigations
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In: Boise State University Theses and Dissertations (2019)
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42 |
Inequities of Enrollment in Gifted Education: A Statewide Application of the 20% Equity Allowance Formula
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In: Curriculum, Instruction, and Foundational Studies Faculty Publications and Presentations (2019)
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43 |
The Convergence of Negotiated Imaginative Play, Literacy Learning and Kindergarten Common Core English Language Arts Standards
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In: Boise State University Theses and Dissertations (2019)
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Abstract:
The implementation of strict academic requirements is replacing play as a previously widely accepted developmentally appropriate practice in kindergarten classrooms around the United States, resulting in an imbalance in cultivating the whole child. Research focused on the importance of play in children’s cognitive, linguistic, physical, moral, creative, emotional and artistic development exists. Couched in Vygotsky’s social development theory and the Reggio Emilia principle this ethnographic case study investigates how kindergarteners demonstrate literacy learning, practice and mastery of Common Core English Language Arts Standards (CC.ELA) through imaginative play in a negotiated environment. Research outcomes suggested that negotiated play appears to provide a recursive teaching practice and mindset whereby children learn, practice and demonstrate understanding of Common Core English Language Arts Standards standards through imaginative play in the official, unofficial and imagined spaces of a classroom, rich with literacy learning opportunities.
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Keyword:
common core English language arts standards; Curriculum and Instruction; Early Childhood Education; early literacy; Educational Methods; Elementary Education; imaginative play; kindergarten; literacy learning; negotiated play; Reggio Emilia; Vygotsky
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URL: https://scholarworks.boisestate.edu/cgi/viewcontent.cgi?article=2769&context=td https://scholarworks.boisestate.edu/td/1634
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44 |
Interview with Dr. Greg Martinez, Director of TRIO Programs, Boise State University
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In: UF200 - Fall 2019 (2019)
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46 |
Negotiating the boundaries of parental school engagement: the role of social space and symbolic capital in urban teachers' perspectives
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47 |
Chinese Transnational Adolescents’ Responses to Multicultural Children’s Literature in Culture Circles
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In: Boise State University Theses and Dissertations (2019)
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49 |
Interview with Francisco Salinas, Director for Student Diversity and Inclusion, Boise State University
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In: UF200 - Fall 2019 (2019)
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50 |
Interview with Lucy Padilla, Early College Coordinator, College of Southern Idaho
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In: UF200 - Fall 2019 (2019)
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51 |
Interview with Dr. Greg Martinez, Director of TRIO Programs, Boise State University
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In: UF200 - Fall 2019 (2019)
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52 |
Dialectic dialogues: a discourse analysis of everyday talk between adolescent guitarists learning music with a peer outside school
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54 |
The Lived Experiences of Student Representatives in a New Zealand Institute of Technology and Polytechnic: A Critical Examination
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55 |
Supporting First-year Undergraduate Repeating Students Within Mainstream Tutorials
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56 |
Frank C. Laubach Teaching Materials and Publications
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In: Finding Aids (2019)
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58 |
Defining the Transition to Adulthood Among Ecuadorian Immigrants Living in New York City
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In: Senior Projects Spring 2019 (2019)
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59 |
Curated Spaces for Global Citizenship: Popularization of the English Language in Seoul
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In: Senior Projects Spring 2019 (2019)
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60 |
Chinese International Learners’ Acculturation at an American University
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In: Graduate Theses & Dissertations (2019)
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