L’objectif de cette étude est de vérifier s’il existe un lien entre les conditions de défavorisation extrême associées à la pauvreté familiale telles que vécues par l’enfant en maternelle et son engagement en classe en 3e année du primaire. Pour ce faire, nous avons analysé des données portant sur un groupe de 341 enfants provenant des régions les plus défavorisées de Montréal à partir des observations rapportées par leur enseignant. Plusieurs régressions multiples ont permis de mettre en évidence des indicateurs sur l’engagement en classe, soit la concentration, la persistance et l’autonomie des participants avec quatre indicateurs liés à la défavorisation extrême soit la faim, les retards à l’école, l’habillement inadéquat et les signes de fatigue. Les résultats de cette étude ont montré que chacun de ces indicateurs pouvait indépendamment contribuer à l’engagement en classe, mais, que deux indicateurs ont un pouvoir prédictif supérieur et fiable, soit le retard en classe et les signes de fatigue. D’autres recherches plus poussées étaient les résultats de la présente étude et suggèrent comment une intervention précoce des enseignants, au début du primaire, pourrait encourager l’engagement en classe d’enfant provenant d’une population défavorisée urbaine. / This study sought to verify the link between certain conditions indicating deprivation in kindergarten children attending school in low income neighbourhoods and subsequent classroom engagement in third grade. Participants are from the Montreal Longitudinal Preschool Study (n = 341). For the deprivation variable, kindergarten teachers reported upon the frequency that children arrived to school hungry, not adequately clothed, late to school or tired. For the classroom engagement variable, third grade teachers reported on children’s task-orientation, persistence, and autonomous learning behaviour in the classroom at the end of the school year. A series of multiple regression analyses were used to verify the possibles links, first by the unique contribution of each deprivation variable and subsequently by attempting to determine which specific deprivation variable which contributed the most weight in the prediction of classroom engagement. Each deprivation variable made its unique contribution independent of child and environmental controls; however, arriving late and being tired seemed to matter most in terms of predictive power. Although cognitive skills and behavioral skills matter in school readiness, this study suggests the importance of teacher input when identifying children at risk of later learning-related behavioral difficulties. More inferential research needs to be conducted on this prospective relationship in order to better understand its dynamics and offer strategies for preventive intervention.

Mémoire numérisé par la Division de la gestion de documents et des archives de l'Université de Montréal

The writer proposes the utilization of a developmentally based outdoor curriculum and playground designed for young children. The curriculum consists of an overview, objectives, curriculum methodology, playground designs and evaluation. Cognitive, affective and psychomotor domains are each included in the objectives. A curriculum methodology focusing upon approaches for individualization and development of the total child is presented. The playground designs are based upon current research. Play value, development appropriateness and safety were considered in developing playground designs and curriculum. Evaluation of the curriculum and playground will be measured through assessments of the individual child, the class, and the staff. Numerous approaches to evaluation are described. This project is intended to assist preschool teachers in establishing and maintaining a program based on current research and literature. Ideas to assist other preschools in adaptation are presented. Included in the ideas are steps in developing a curriculum and playground design as well as a suggested approach to training parents and staff in the rationale and appropriate use of the curriculum.

Examining teacher attitudes about the impact of Standards-Based Reform (SBR) and No Child Left Behind (NCLB) on current teaching practices in kindergarten classrooms was the focus of this mixed-methods study. The investigation was designed to survey classroom teachers concerning activities and opinions about enactment of governmental policy, One hundred-nine kindergarten teachers responded to a questionnaire about beliefs, educational level, years of kindergarten teaching, and classroom practices. Follow-up semi-structured interviews were carried out with ten teachers to gather information on attitudes, beliefs, and implementation of policy. Quantitative analysis was used on practices and subject changes. Qualitative analysis was used to report attitude, procedural changes, and predictions concerning SBR and NCLB. Triangulation strengthened the study by examination of classroom practices and teacher reporting through plan book inspection.The quantitative research was conducted to measure changes through chi-square analysis to the questionnaire responses, Developmental teaching practices and subject changes were examined. Outcomes demonstrated that teaching practices had become more "blended" but more developmental than teacher-directed. Significant differences were noted in subject changes, confirming that language arts dominates the curriculum. Subjects not tested for NCLB were presented less,Ten teachers who had taught prior to initiation of SBR in Indiana (2000) were interviewed and their plan books were examined. Along with an open-ended question from the questionnaire, these responses provided the qualitative methodology. Analysis created six categories concerning the impact of SBR and NCLB on the child, the classroom, the family, the teacher and profession, and the future of education. Theories were developed that addressed the conflict educators feel between the Structure of legislation and the Humanistic components of teaching. This personal balance that teachers have created between Structure and Humanistic was influenced by a sense of independence garnered by support of principals. Teachers who taught in schools with structured, embedded programs aimed at raising test scores exhibited the most stress and lack of autonomy.This study resulted in five recommendations. They were: encourage developmental practices that support the individual child, increase the role of the parent in the educational partnership process, to support teacher inclusion in decision making to foster autonomy, and the need for professional organizations and teacher preparation programs to heed current teaching practices while supporting the developmental needs of the child. / Department of Elementary Education

Abstract The purpose of this study is to examine how children interact with each other and what social positions they assume when using the learning pad. The social positions reffered to is the Owner, the Participant and the Spectator, defined by Ljung Djärf (2004). According to Ljung Djärf (2004), the Owner is defined as the one in control of the mouse and keyboard. The Owner is expected to be in charge of what is happening on the screen. The Participant is typically found on a chair near the computer. The role of the Participant is to support the Owner by suggesting how to proceed regarding the task that is being worked on. The last position is the Spectator, the child also found near the computer passively observing what is taking place on the screen. The position of Spectator may have been self-selected by the child or assigned by the owner. In order to answer the research question of this thesis, an observation study was identified as the appropriate empirical data collecting method. In the analysis of the data, the children was divided into groups based on their level of skills. Children with more skills and knowledge regarding the technology. Children with better reading skills Children with greater skills in using the learning pad and previous experience of the game used during the observations   These skill groups emerged when the results would be analyzed and those affected the resolut.

Teachers are required to manage difficult behaviors within their classrooms with limited support and resources. Additionally, there is not a lot of research that has been completed looking at teacher attitudes or how children’s behavior impacts them personally. The current study looks at teacher outcomes based upon an evidence-based teacher training program. The teacher training was implemented at the Western Kentucky Head Start. Teachers’ job stress and self-efficacy were measured before the training, after the training, in the fall, and in the spring. In addition, standardized observations were completed, looking at classroom climate and management, in the fall and spring following the training. There were no significant differences among Pretest, Post-test, fall, or spring data for measured job stress or self-efficacy. Based upon observation results, Positive Climate significantly increased from fall to spring and Concept Development significantly decreased. Teacher’s attitudes and perspectives are extremely important as they provide the general climate of the classroom. Continued research should be completed to assess teacher outcomes and how these outcomes impact the overfull functioning of the classroom and success of students.

本研究為探討幼兒教師人格特質、情緒智力與幼兒情緒能力之研究。目的為：一、了解幼兒教師人格特質、情緒智力及幼兒情緒能力之現況；二、分析幼兒教師不同背景變項（年齡、學歷、服務年資、婚姻狀況）在其人格特質、情緒智力之差異情形；三、分析幼兒不同背景變項（年齡、性別）在其情緒能力之差異情形；探究幼兒教師人格特質、情緒智力與幼兒情緒能力三者之相關情形；四、探究幼兒教師人格特質、情緒智力對幼兒情緒能力之預測力。 本研究以相關文獻及問卷「幼稚園教師人格特質問卷」、「臺灣地區幼稚園教師職場情緒智力量表」、「幼兒情緒能力發展量表」為研究工具探討。以分層隨機抽樣自臺北市12個行政區抽取研究對象，共計156位幼兒教師、422位4至6歲幼兒。依問卷所得資料以平均數、標準差、T檢定、Pearson積差相關、單因子變異數分析、多元逐步迴歸分析進行資料處理與分析。本研究主要結論如下： 壹、臺北市幼兒教師人格特質為正向，「謹慎負責性」最高；教師情緒智力偏中高， 「教保情緒表達」最佳；幼兒情緒能力佳，「情緒的覺察與辨識」最佳。 貳、臺北市幼兒教師「年齡越高、研究所畢業、已婚者」，在人格特質、情緒智力表 現較佳，「服務年資5年（含）以下」者則表現較差。 參、臺北市幼兒情緒能力，以「6足歲(含)以上」、「女性」幼兒最佳。 肆、臺北市幼兒教師人格特質「謹慎負責性、開放經驗性」與幼兒情緒能力有顯著正 相關；而教師人格特質的「外向性、情緒穩定度」則與幼兒情緒能力有顯著負相 關。 伍、臺北市幼兒教師情緒智力的「教保社交技巧」與幼兒情緒能力的「情緒的表達」 有顯著正相關、和幼兒情緒能力的「情緒的調適」有顯著負相關。 陸、臺北市幼兒教師人格特質與情緒智力之構面間有顯著正、負相關。 柒、臺北市幼兒教師人格特質、情緒智力對幼兒情緒能力具有預測力。

Les organitzacions residencials per a nens-nenes i per a joves són una alternativa sòcio-educativa pel que fa al camp de l’inadaptació social. Es tracta d’una alternativa promoguda des dels Serveis Socials (S.S.), que proven cada cop més d’orientar les intervencions des d’una perspectiva educativa, que és la que pot millor –a partir de l’immersió dels individus en processos d’aprenentatges– aportar eines pel canvi personal i pel canvi social. Els objectius d’aquesta investigació han estat els següents: A) Analitzar d’una manera crítica la realitat organitzativa actual dels centres residencials d’atenció a l’infantesa o la joventut amb problemàtica social situats a la comarca del Barcelonès. B) Establir els elements estructurals fonamentals en l’organització d’un centre i les seves relacions. C) Integrar el model organitzatiu dins d’un model general de funcionament. / Las organizaciones residenciales para niño/as y jóvenes constituyen una alternativa socio-educativa en el campo de la inadaptación social, alternativa promovida desde los Servicios Sociales (S.S.) Los S.S. intentan, cada vez mas, orientar las intervenciones desde una perspectiva educativa que es la que puede, a partir de la inmersión de los individuos en procesos de aprendizajes, aportar herramientas tanto para el cambio personal como social. Los objetivos de la investigación han sido: A) Analizar críticamente la realidad organizativa actual de centros residenciales de atención a la infancia o juventud con problemática socio-familiar del Barcelonès. B) Establecer los elementos estructurales fundamentales en la organización de un centro y sus relaciones. C) Integrar el modelo organizativo en el marco de un modelo general de funcionamiento.

"1994". / Thesis (PhD)--Macquarie University, School of English and Linguistics, 1995. / Bibliography: leaves 356-373 (pt. 1) / Introduction -- Research in joint book-reading and the discourse of literacy pedagogy -- The study : Part A: Research questions, preliminary analysis and participant selection -- Part B : Data gathering and preparation -- Language, context and semantic variation -- A semantic network for the description of linguistic interaction in joint book-reading -- Reading The three little pigs at home -- Results of the message semantic analysis of the interactive text -- Interpretations -- Joint book-reading in the discourse of literacy pedagogy -- Concluding comments -- Appendices. / The study contributes to the fields of educational linguistics and semantic variation by examining linguistic interaction during joint book-reading between mothers and four-year-old children, and between teachers and Kindergarten classes at the beginning of school. -- Joint book-reading was selected because of its centrality to the metaphor of a partnership between home and school in children's literacy development. The problem for the study was to investigate possible systematic semantic variation in linguistic interaction associated with social class locations of speakers, and relations between any such variants and features of interaction in joint book-reading in Kindergarten. -- A preliminary survey of 427 families in two sociogeographically contrasted sites established that joint book-reading was a common social practice, and gave sufficient indications of variation to justify an intensive socio-semantic study. Two sets of ten mother-child dyads, contrasted for class locations using Bernstein's (1990) theory of class relations, were constructed and recordings of joint book-reading sessions made by mothers. Recordings of interaction in two sets of ten Kindergarten classes in the same socio-geographical areas were made by teachers. -- Vygotsky's theory of semiotic mediation was the general resource used for interpreting children's learning, but it was necessary to resolve problems in the theory in the modelling of contexts for learning, and of mediational means. For this purpose the systemic functional linguistic concept of context of situation, as proposed by Halliday (1978) and expanded by Hasan (in press (a)), was deployed. -- Transcripts of recordings were analysed through a semantic network developed for the study, based on a network proposed by Hasan (1983). -- Semantic variation associated with class locations of families was found across all four metafunctions described within systemic theory, and one variant found to be associated with Kindergarten classroom interaction. The variable semantic features were interpreted as the realization of different principles regulating the individuation of experience, using Bernstein's theories of coding orientation and pedagogic discourse. / Mode of access: World Wide Web. / 2 parts (373, 539 p.) ill

Thesis (M. Ed.)--University of Adelaide, 1986. / Includes bibliographical references (leaves 124-130).