Download or read book Kindergarten Teachers Perceptions of the Relationship Between Oral Language and Reading Achievement of Kindergarten Students and the Impact of State Standards and Educational Policy written by Tina Costantino-Lane and published by . This book was released on 2013 with total page 418 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Kindergarten Teacher Perceptions Regarding the Development of Young Children s Emerging Literacy Skills written by Peggy Ann Thelen and published by . This book was released on 2004 with total page 422 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Resources in Education written by and published by . This book was released on 2001 with total page 748 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Teachers Perceptions of Full day Kindergarten and the Impact on Student Achievement written by Suzanne Theresa Magee and published by . This book was released on 2018 with total page 109 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this qualitative study was to examine teacher perceptions of full-day kindergarten and its impact on student achievement. A total of 59 teachers from three suburban school districts in Pennsylvania completed surveys containing both Likert scale and open-ended questions. Moreover, three regular education teachers and one special education teacher partook in semi-structured interviews in order to gain more insight into teacher perspectives. This study specifically focused on the long-term academic achievement in reading when comparing a full-day kindergarten program to a half-day kindergarten program. Additionally, the research focused on the advantages and disadvantages of both programs including emotional, behavioral, and social growth. Instructional practices were also studied to determine if they differed within each program. An overwhelming majority of participants agreed that full-day kindergarten provided the support needed to be successful students throughout their school career considering the increased demands placed on children. Participants also indicated that although there should not be a difference in instructional practices between either program, a full-day provides students the opportunity to practice these skills. Participants also noted that when teachers are given a full-day there is a significant amount of time that can be devoted to differentiated instruction which leads to academic gains . Most teachers indicated that it was not the longer day that made the difference academically, but how the teacher used that additional time that resulted in sustained success.
Download or read book Dissertation Abstracts International written by and published by . This book was released on 2008 with total page 732 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book EdPsych Modules written by Cheryl Cisero Durwin and published by SAGE Publications. This book was released on 2019-12-04 with total page 713 pages. Available in PDF, EPUB and Kindle. Book excerpt: EdPsych Modules uses an innovative modular approach and case studies based on real-life classroom situations to address the challenge of effectively connecting theory and research to practice. Succinct, stand-alone modules are organized into themed units and offer instructors the flexibility to tailor the book’s contents to the needs of their course. The units begin with a set of case studies written for early childhood, elementary, middle, and secondary classrooms, providing students with direct insight into the dynamics influencing the future students they plan to teach. All 25 modules highlight diversity, emphasizing how psychological factors adapt and change based on external influences such as sex, gender, race, language, disability status, and socioeconomic background. The Fourth Edition includes over three hundred new references across all 25 modules, and expanded coverage of diversity in new diversity-related research. This title is accompanied by a complete teaching and learning package.
Download or read book Linguistics and Language Behavior Abstracts written by and published by . This book was released on 2009 with total page 722 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Teachers Perceptions of Reading Achievement for Kindergarten 3 rd Grade Students of Low Socioeconomic Status written by Vicki L. Curtis and published by . This book was released on 2012 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book American Doctoral Dissertations written by and published by . This book was released on 1999 with total page 848 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book FirstSchool written by Sharon Ritchie and published by Teachers College Press. This book was released on 2013 with total page 241 pages. Available in PDF, EPUB and Kindle. Book excerpt: FirstSchool is a groundbreaking framework for teaching minority and low-income children. This work discusses the research and practice to date that defines FirstSchool as a critical approach to closing the achievement and opportunity gaps. Changing the conversation from improving test scores to improving school experiences, it features lessons learned from eight elementary schools whose leadership and staff implemented sustainable changes in their classrooms and schools. The authors detail how to use education research and data to provide a rationale for change; how to promote professional learning that is genuinely collaborative and respectful; and how to employ developmentally appropriate teaching strategies that focus on the needs of minority and low-income children. “We can greatly benefit from applying the knowledge, experience, and wisdom of the authors of this important book to reforming early schooling, teaching, and learning for our most vulnerable children and thereby keep the promise of American democracy—namely, a level playing field and a chance to succeed fully on one’s merits. As a nation we cannot continue to tolerate failure or make excuses when examples such as FirstSchool suggest a proven way forward.” —From the Foreword by Aisha Ray, Senior Vice President for Academic Affairs, Dean of Faculty, Erikson Institute “Sharon Ritchie and Laura Gutmann have written a terrific book. FirstSchool is one of the few volumes that provides the details of this important educational innovation—a redesign of the pathway through which children enter public education. Given the formative importance of these early years of schooling and child development, this volume should be on the agenda of every school board meeting.” —Robert Pianta, dean, Curry School of Education, director, Center for Advanced Study of Teaching and Learning, University of Virginia Book Features: Case studies illustrating developmentally appropriate practices that can be applied across varied PreK–3 contexts. Key principles used by FirstSchool and its partners to reinvigorate the professionalism of teachers. Concrete guidance for choosing and using relevant data, enriching the curriculum, improving instruction, and developing home-school partnerships. Contributors: Cindy Bagwell, Richard M. Clifford, Carolyn T. Cobb, Gisele M. Crawford, Diane M. Early, Sandra C. García, Cristina Gillanders, Adam L. Holland, Iheoma U. Iruka, Jenille Morgan, Sam Oertwig Sharon Ritchie is the director of FirstSchool at the Frank Porter Graham Child Development Institute at the University of North Carolina at Chapel Hill. Laura Gutmann is a research assistant for the FirstSchool project with experience in nonprofit management and early childhood education.
Download or read book Research in Education written by and published by . This book was released on 1969 with total page 754 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Professional Training and Perceptions of Teachers written by Donna Jean Koval and published by . This book was released on 2015 with total page 524 pages. Available in PDF, EPUB and Kindle. Book excerpt: Several researchers describe the need for a systematic instructional approach to address the deficits in reading; however, less research is available to guide school leaders on the specific professional training required to improve teacher efficacy in reading instruction. The purpose of this study was to examine the reading progress of high-need kindergarten students as measured by the Dynamics Indicators of Basic Early Literacy Skills (DIBELS) and explore the influences that teachers' professional training experiences and instructional practices could have on reading achievement. The explanatory mixed-methods design employed a pragmatic approach to the research in order to find practical solutions for improving teacher instructional practice and increasing high-need kindergarten students' reading proficiency in a Southern Pennsylvania public elementary school. Specifically, the study addressed the following central research question: 1. What influences do the professional training experiences of kindergarten teachers in a rural suburban elementary school in southern Pennsylvania have on the DIBELS scores of high-need kindergarten students in each of the four classrooms at the school? In addition, the study addressed the following sub-questions: 1. What is the effect of the instructional methods utilized by teachers on the DIBELS reading achievement scores of high-need kindergarten students? 2. How do teachers describe their professional training experiences and their ability to instruct high-need students in reading? 3. How do teachers' background experiences affect their instructional practice? The researcher also explored the effect of an additional variable, the possible interaction between teacher certification and gender on high-need students' reading achievement scores. The study consisted of two stages: quantitative and qualitative. In the quantitative stage, the results of the kindergarten composite scores on the DIBELS reading assessment were collected and analyzed. Two cohorts were identified: those students taught by a teacher with a reading certification, and students taught by teachers without a reading certification. The data of seventeen students was included from the cohort taught by the teacher with a reading certification, and data was included for fifty-three students in the cohort taught by teachers without a reading certification. A two-way analysis of variance was used to compare the mean scores of the DIBELS assessment. The second stage was qualitative and included twelve observations conducted in four kindergarten classrooms during reading instruction in order to examine the commonalities among classroom organization, curriculum, and instructional delivery. Face-to-face interviews with four kindergarten teachers were also conducted to examine the teachers' perceptions in relation to the their professional background experiences and the training they believed was necessary to increase efficacy in the teaching of reading to high-need students. The observation and interview data was coded and analyzed for common themes related to professional development and effective instructional practices in order to increase the effectiveness of identifying high-need students early and implementing targeted intervention support. Throughout the stages of the study, the identity of both student and teacher participants remained anonymous. The statistical analysis of the DIBELS composite score data indicated a significant statistical difference in the reading achievement of students taught by a teacher with a reading certification compared to the reading achievement of students taught by teachers without a reading certification. However, no statistically significant interaction between gender and teacher certification was found. The observation and teacher interview data suggested that although there was overall consistency in classroom organization and curricular delivery, the teachers desired a more highly trained staff to help deliver small group intervention support to the most at-risk learners, a systematic program that includes guidelines for what and when specific skills should be taught, and differentiated training that improves teacher efficacy and provides consistency within the kindergarten program. The significant findings of the study suggest there may be academic benefits for students taught by a specifically trained professional. School and district administrators responsible for kindergarten programs and the teachers' professional training may use the data gathered from the study to reduce the gap in achievement for high-need students and evaluate the effectiveness of the support mechanisms in place within their existing programs to assist young learners. Keywords: High-need students, Emergent literacy skills, Instructional Interventions, Achievement gap, DIBELS, Teacher efficacy
Download or read book The Science of Reading written by Margaret J. Snowling and published by John Wiley & Sons. This book was released on 2013-04-22 with total page 922 pages. Available in PDF, EPUB and Kindle. Book excerpt: The Science of Reading: A Handbook brings together state-of-the-art reviews of reading research from leading names in the field, to create a highly authoritative, multidisciplinary overview of contemporary knowledge about reading and related skills. Provides comprehensive coverage of the subject, including theoretical approaches, reading processes, stage models of reading, cross-linguistic studies of reading, reading difficulties, the biology of reading, and reading instruction Divided into seven sections:Word Recognition Processes in Reading; Learning to Read and Spell; Reading Comprehension; Reading in Different Languages; Disorders of Reading and Spelling; Biological Bases of Reading; Teaching Reading Edited by well-respected senior figures in the field
Download or read book The Correlation Between Kindergarteners Oral Vocabulary Academic Achievement and Listening Comprehension written by Cynthia Jean Haugberg and published by . This book was released on 2006 with total page 196 pages. Available in PDF, EPUB and Kindle. Book excerpt: As a kindergarten teacher in a low income school, I noticed that many of my English speaking students had limited vocabularies. I became interested in the topic of how a child's oral vocabulary impacts his/her ability to succeed academically. It seemed that many of the students with limited vocabularies also struggled academically. After an extensive review of the existing research, I concluded that there were three areas of vocabulary that needed to be addressed in the literature review section of the capstone. The first section looks at the impact of students' vocabulary on their academic achievement. The second section addresses the affect of poverty on children's vocabulary. The last area reviews strategies that can be implemented to increase children's vocabulary. The subjects of the research study were kindergarten students in a school with a diverse population. The research participants were given the Peabody Picture Vocabulary Test-Revised to assess their receptive vocabulary. School district assessments were used to measure student achievement. Students listened to and individually answered questions about stories read aloud to them. They listened to stories read in the read only style and the interactive reading style. The findings of the study showed that there was a correlation between each of three factors analyzed in the action research project. The strongest correlation was between receptive oral vocabulary and comprehension for stories read in the read only reading style. The weakest correlation was between vocabulary and school district assessments. The correlation between oral vocabulary and the different school district assessments varied widely. The correlate of .778 between oral vocabulary , student achievement, and listening comprehension indicated that there was a strong relationship between all three factors studied.
Download or read book Transforming the Workforce for Children Birth Through Age 8 written by National Research Council and published by National Academies Press. This book was released on 2015-07-23 with total page 587 pages. Available in PDF, EPUB and Kindle. Book excerpt: Children are already learning at birth, and they develop and learn at a rapid pace in their early years. This provides a critical foundation for lifelong progress, and the adults who provide for the care and the education of young children bear a great responsibility for their health, development, and learning. Despite the fact that they share the same objective - to nurture young children and secure their future success - the various practitioners who contribute to the care and the education of children from birth through age 8 are not acknowledged as a workforce unified by the common knowledge and competencies needed to do their jobs well. Transforming the Workforce for Children Birth Through Age 8 explores the science of child development, particularly looking at implications for the professionals who work with children. This report examines the current capacities and practices of the workforce, the settings in which they work, the policies and infrastructure that set qualifications and provide professional learning, and the government agencies and other funders who support and oversee these systems. This book then makes recommendations to improve the quality of professional practice and the practice environment for care and education professionals. These detailed recommendations create a blueprint for action that builds on a unifying foundation of child development and early learning, shared knowledge and competencies for care and education professionals, and principles for effective professional learning. Young children thrive and learn best when they have secure, positive relationships with adults who are knowledgeable about how to support their development and learning and are responsive to their individual progress. Transforming the Workforce for Children Birth Through Age 8 offers guidance on system changes to improve the quality of professional practice, specific actions to improve professional learning systems and workforce development, and research to continue to build the knowledge base in ways that will directly advance and inform future actions. The recommendations of this book provide an opportunity to improve the quality of the care and the education that children receive, and ultimately improve outcomes for children.
Download or read book Comprehensive Dissertation Index written by and published by . This book was released on 1989 with total page 780 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Resources in Education written by and published by . This book was released on 1997 with total page 952 pages. Available in PDF, EPUB and Kindle. Book excerpt:
