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Age at kindergarten entrance and third grade performanceSchriner, Marilyn Georgia, January 1974 (has links)
Thesis (M.S.)--University of Wisconsin--Madison, 1974. / eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.
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How kindergartners' talks and drawings inform our ways of developing a curriculum of caring and imaginationAliotta, Lisa Audet. January 2006 (has links) (PDF)
Thesis (Ed.D.)--Georgia Southern University, 2006. / "A dissertation submitted to the Graduate Faculty of Georgia Southern University in partial fulfillment of the requirements for the degree Doctor of Education." ETD. Includes bibliographical references (p. 330-344) and appendices.
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The usefulness of a programme of vocal hygiene education to a group of kindergarten teachersChan, Wai-kai, Roger. January 1993 (has links)
Thesis (B.Sc)--University of Hong Kong, 1993. / "A dissertation submitted in partial fulfilment of the requirements for the Bachelor of Science (Speech and Hearing Sciences), The University of Hong Kong, April 30, 1993." Also available in print.
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The relationship between knowledge of vocal hygiene and the development of voice disorders in kindergarten teachersChan, Wing-shan, Candy. January 1999 (has links)
Thesis (B.Sc)--University of Hong Kong, 1999. / "A dissertation submitted in partial fulfilment of the requirements for the Bachelor of Science (Speech and Hearing Sciences), The University of Hong Kong, May 14, 1999. Also available in print.
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Motivating kindergarteners to write in a half-day setting /Barnes, Alison C. January 1900 (has links)
Thesis (M.S.)--Rowan University, 2009. / Typescript. Includes bibliographical references.
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Determining whether the age children enter kindergarten affects academic and social development /Sarosky, Adrienne. January 1900 (has links)
Thesis (M.A.)--Rowan University, 2009. / Typescript. Includes bibliographical references.
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A case study of Korean girls' constructions of girlhood in a kindergarten classYoon, Jaehui, January 1900 (has links)
Thesis (Ph. D.)--University of Texas at Austin, 2007. / Vita. Includes bibliographical references.
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Early parenting and children's kindergarten peer acceptanceShuey, Elizabeth A. January 1900 (has links) (PDF)
Thesis (M.A.)--University of North Carolina at Greensboro, 2007. / Title from PDF title page screen. Advisor: Susan P. Keane; submitted to the Dept. of Psychology. Includes bibliographical references (p. 35-42).
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Transitioning to kindergarten a multi-perspective /Sebura, Pamela L. January 2008 (has links)
Thesis (D. Ed.)--Ball State University, 2008. / Title from PDF t.p. (viewed on Nov. 09, 2009). Includes bibliographical references (p. 164-196).
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Examining the relationship between mother and teacher ratings of kindergarten students' behaviour using a strength-based measurePopovic, Jillian 11 1900 (has links)
The Devereux Early Childhood Assessment (DECA; L.eBuffe & Naglieri, 1999), a standardized
strength-based measure, was used with 125 kindergarten children from two different regions in
British Columbia to investigate the relationship between mother and teacher ratings of students’
strengths and behaviour problems. Results suggest that the level of agreement between mother
and teacher ratings for children’s strengths is similar to the level of agreement between mother
and teacher ratings for children’s problem behaviours. The level of agreement between motherreported
and teacher-reported scores was found to be low for all DECA scales and most DECA
items, with some differences found upon examination of the sample by gender. The findings
revealed three main trends: first, a higher degree of correspondence and a lower degree of
difference was found between mother and teacher ratings for the Self-Control scale and items,
compared to the other scales and items; second, a lower degree of correspondence and a higher
degree of difference was found between mother and teacher ratings for the Attachment scale and
items, compared to other scales and items; third, the level of agreement between mothers and
teachers ratings was higher for boys than for girls. These patterns of cross-informant
correspondences and differences are discussed in the context of the need for practitioners to
obtain rating information from both mothers and teachers, since each rater provides a unique
perspective. Furthermore, the importance of highlighting children’s strengths in the assessment
process is emphasized. / Education, Faculty of / Educational and Counselling Psychology, and Special Education (ECPS), Department of / Graduate
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