No description available.

No description available.

The purposes of the present study are to: (a) describe the beliefs and practices of the US and Taiwan (TW) public and private kindergarten teachers regarding developmentally appropriate practice (DAP), (b) examine the group differences between the four groups of teachers, and (c) identify the salient factors related to the variability of developmentally appropriate beliefs and practice in these teachers. Three hundred and fifty-seven kindergarten teachers participated in the study. The group sizes were 123, 123, 57, and 54 for Taiwan private, Taiwan public, US private, and US public kindergarten teachers, respectively. A survey was used to collect data. Findings from this study showed: (a) Both the US and Taiwan kindergarten teachers highly endorsed beliefs about DAP; (b) US and Taiwan kindergarten teachers also held strong beliefs about developmentally inappropriate practices (DIP); (c) DAP activities occurred regularly in the classrooms; (d) developmentally inappropriate practice (DIP) activities also took place a lot although they were lower than the DAP activities; (e) the Taiwan teachers had higher beliefs about DAP and lower beliefs about DIP than the US teachers; (f) the US teachers reported both higher DAP and DIP activities than the Taiwan teachers; (g) there were no differences between public and private kindergarten teachers; (h) hierarchical regression analyses using teacher's personal demographic variables as the first block and numbers of boys and girls as the second block were generally not effective; (i) there were different sets of best predictors from the backward regression for different dimensions of developmentally appropriate beliefs and practices; and (j) beliefs about DAP and DIP were usually more powerful than the demographic and classroom variables in predicting the DAP and DIP activities. Future studies are needed to refine the Teacher Belief Scale and Instructional Activity Scale instruments and include classroom observations to verify and expand the findings. Future teacher training on DAP should promote beliefs about DAP and reduce beliefs about DIP. Enhancing teachers' skills to implement the DAP activities and decrease the DIP activities is suggested.

This study is concerned with the problem of determining the competencies which inservice kindergarten teachers and kindergarten-teacher trainers consider most important for teaching kindergarten. There are four purposes of the study: to identify specific competencies needed to teach kindergarten, to determine the teacher competencies considered most important by kindergarten teachers, to determine teacher competencies considered most important by teacher trainers, and to compare the rankings of teacher competencies by kindergarten teachers and kindergarten-teacher trainers.

This studied investigated parental involvement during the first year of a Chapter I extended-day kindergarten program which sought to promote parents taking an active role in their child's classroom and kindergarten educational experiences. A qualitative design was used to provide information about frequency and types of parental involvement as well as descriptive information about the interactions between parents and children within the classroom. This qualitative design also allowed investigation of the perceptions of the participants. Data analysis was ongoing and inductive; data were collected in the form of field notes, videotapes, audiotapes, interviews and classroom documents. Findings suggest that parental involvement provides benefits for the students, parents, teachers and the school as a whole. Findings also suggest that adult volunteers do not necessarily have to be parents; the adult volunteers could come from segments of the population that are not now fully utilized. Senior citizens and university teacher education students are two groups that could fill the volunteer positions. These findings have implications for the educational community in public schools and in teacher training programs of universities.

In 2 experiments I used a delayed multiple probe design to test the effects of teaching students to vocally segment the component phonemes after listening to composite words on the emergence of untaught textual responses, spelling responses, and vocal phoneme blends. All participants were kindergarten students and had been selected because they could textually respond to and write graphemes but did not learn textual responses and spelling responses for words from instruction. There were 2 phases in Experiment I. In Experiment I, Phase 1, I examined the effect of teaching 3 students to vocally segment the component phonemes in a five-word subset of phonemically transparent Consonant-Vowel-Consonant (CVC) words on the emergence of (a) textual responses, (b) dictated written spelling responses (c) vocally blending the component phonemes into a composite word, and (d) vocally segmenting the component phonemes from untaught composite words. During the vocal phoneme segmentation intervention participants were vocally presented with a composite word and were taught to vocally segment and produce each component phoneme separately in the same sequential order as the component word (e.g., cat...c...a...t). Results showed that derived relations emerged across all topographies after learning to vocally segment the phonemes in 2 sets of consonant-vowel-consonant (CVC) words. In Phase 2, I used the same response topographies as Phase 1 using a set of 20 consonant-consonant-vowel-consonant (CCVC) words. All 3 participants demonstrated errors in which they did not include a fourth phoneme (e.g., spelling stop as sop). Results showed that learning to vocally segment a 5-word set of CCVC words established the essential stimulus control for correctly responding to CCVC words. Experiment II was a systematic replication (Sidman, 1960) of Experiment I, Phase 1, which included extra measures of learning and experimental control. Five participants acquired untaught derived relations after learning to vocally segment the component phonemes in composite CVC words. The participants in Experiment II required between 2 and 3 instructional sets before demonstrating derived learning. An additional measure showed that the rate of learning for textual responses increased across all participants after the intervention. Results also showed that verbal operants learned before the intervention joined with the newly acquired spelling repertoire for some participants after the intervention. The results from both experiments demonstrated that children who can identify phonemes and graphemes, but do not learn to textually respond and spell from instruction will acquire those skills as a function of learning the relationship between composite words and the component phonemes through vocal phoneme segmentation.

Thesis (Ed. D.)--University of Toronto, 2004. / Adviser: Carl Corter.

Thesis (B.A.Hons.1977) - Dept. of History, University of Adelaide. / Includes bibliographical references (p. 101-103).

Thesis (Ph. D.)--University of Oregon, 2004. / Typescript. Includes vita and abstract. Includes bibliographical references (leaves 114-122). Also available for download via the World Wide Web; free to University of Oregon users.

Thesis (M. Ed.)--University of Hong Kong, 1997. / Includes bibliographical references (leaf 70-73).