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  • About
  • The Global ETD Search service is a free service for researchers to find electronic theses and dissertations. This service is provided by the Networked Digital Library of Theses and Dissertations.
    Our metadata is collected from universities around the world. If you manage a university/consortium/country archive and want to be added, details can be found on the NDLTD website.
11

The social construction of illiteracy a study of the construction of illiteracy within schooling and methods to overcome it /

Williamson, Peter Burnett. January 2001 (has links)
Thesis (Ph. D.)--University of Sydney, 2001. / Title from title screen (viewed Apr. 23, 2008). Submitted in fulfilment of the requirements for the degree of Doctor of Philosophy to the School of Social, Policy and Curriculum Studies, Faculty of Education. Includes bibliography. Also available in print form.
12

Funds of knowledge in early childhood communities of inquiry a thesis presented in partial fulfilment of the requirements for the degree of Doctor of Philosophy in Education at Massey University, Palmerston North, New Zealand /

Hedges, Helen. January 2007 (has links)
Thesis (Ph. D.)--Massey University, Palmerston North, 2007. / Includes bibliographical references (p. 286-317).
13

Educational trajectories of teachers and teacher's aides : what motivates early childhood educators to pursue higher education?

Riffin, Catherine. January 2008 (has links) (PDF)
Undergraduate honors paper--Mount Holyoke College, 2008. Dept. of Psychology and Education. / Includes bibliographical references (leaves 104-111).
14

Early childhood teachers' educational beliefs and their use of computers in the classroom /

Chen, Weigh-Jen. January 1997 (has links)
Thesis (Ph. D.)--University of Missouri-Columbia, 1997. / Typescript. Vita. Includes bibliographical references (leaves 185-196). Also available on the Internet.
15

Early childhood teachers' educational beliefs and their use of computers in the classroom

Chen, Weigh-Jen. January 1997 (has links)
Thesis (Ph. D.)--University of Missouri-Columbia, 1997. / Typescript. Vita. Includes bibliographical references (leaves 185-196). Also available on the Internet.
16

The effect of interventions on early childhood teachers in establishing a balanced process and product art environment : an action research project in early childhood education /

Goff, Patricia. January 2000 (has links)
Thesis (M.S.)--Central Connecticut State University, 2000. / Thesis advisor: Margaret M. Ferrara. " ... in partial fulfillment of the requirements for the degree of Master of Science in Early Childhood Education." Includes bibliographical references (leaves 51-52).
17

Spirometric studies in children, with special reference to asthma

Heese, Hans de Villiers 02 August 2017 (has links)
This thesis is a report on the value and limitations of the practical application of the Forced Expiratory Volume and Forced Vital Capacity test in children aged from 7 to 16 years. The first part deals with review of the literature on lung function and evolution of the Forced Expiratory Volume and Forced Vital Capacity test. The method and apparatus used in the test, the establishment of "normal values", the correlation of these values and certain anthropometric data, the establishment of prediction formulae for normal values, a study of the effect of factors such as sex, "learning" and repeatability, posture, daily and day-to-day variations, and the inhalation of isoprenaline on these normal values are reported. The second part deals with the practical application of the test in various pathological conditions affecting the cardio-respiratory system. The effect of respiratory disorders on ventilatory function is reported and an attempt is made to assess the effect of management, medical treatment and prognosis of a respiratory disorder at any given stage of that disorder acknowledging always that the complete evaluation of a patient requires more than laboratory tests.
18

"We are used to it" : explorations of childhood perceptions of danger and safety in living in the Johannesburg inner city.

Kent, Lauren 05 September 2014 (has links)
This thesis is an exploration of the daily realities of childhood in the Johannesburg inner city, investigating how the children understand and negotiate the possible dangers and probable safeties of the inner city. Growing up in the inner city is an image few think is possible. However, throughout my research I will argue for a conceptualisation of childhood that speaks to the urban public spaces in the Johannesburg inner city and an inner city that speaks to the a new childhood in South Africa. I have used danger and safety negotiation as the bridge between studies of the Johannesburg inner city and studies of a South African childhood, and as a bridge in the gap between theories on childhood and theories on the city. I investigate the ways that the children negotiate the everyday dangers in the city and develop practices of safety, and how these practices and avoidance techniques speak to the reality of living in the inner city. The very nature of the congested inner city offers a freedom that many suburban childhoods lack, and that the children experience an independent mobility within an infamously dangerous space speaks to the changes within the inner city often hidden behind the skewed opinion of many of the Johannesburg inner city. I make a claim that the inner city offers more freedom of mobility that is expected. This mobility is a relatively simple and well practiced form of creating visibility within the pedestrian congestion of the city. These practises of visibility, I argue, is heavily reliant on the layout of the inner city and the ways in which children understand the dangers that face them. As such, their safety practices are a complex network of sharing cautionary stories and avoidance techniques. For most children, this environment is also the only space that they know and therefore, what to outsiders might seem a dangerous, chaotic and confusing space is to the children just their everyday experience. These are the stories about which I write.
19

DEC Recommended Practices: Family. Knowing Families, Tailoring Practices, Building Capacity

Trivette, Carol M., Keilty, Bonnie 01 January 2017 (has links)
The Division for Early Childhood (DEC) Recommended Practices provide guidance to families and professionals about the most effective ways to improve learning outcomes and promote development of young children, birth through age 5, who have, or are at risk for, developmental delays or disabilities. Family: Knowing Families, Tailoring Practices, Building Capacity is the third edition of the DEC Recommended Practices Monograph Series, and it offers professionals and families multiple ways to implement the family practices across the settings in which children grow and learn. The articles in this collection provide guidance by illustrating how to implement the Family Recommended Practices with fidelity and flexibility. The monograph offers a unique contribution to the field by including authentic family voices as primary or equal contribution.
20

Maximizing Early Childhood Practices by Incorporating Constructivist Principles in an Elementary School

Evanshen, Pamela, Clark, B. 01 January 2005 (has links)
In most public schools, children begin school in kindergarten. Recently, many school systems have begun to implement programs for preschoolers, ages three and four. Georgia introduced the first statewide universal pre-K program in 1995 which offers all 4 year old children free preschool. New York, Oklahoma and Florida have followed (Barnett & Hustedt, 2003). Tennessee recently passed a bill to use $25 million of lottery money to fund preschool for children considered "at risk" ("Latest Pre-Kindergarten News," n.d.). The substantial amount of research involving brain development has stressed the importance of quality experiences in the early years of life (birth-8 years). Why not house these programs along with childcare in a public school? And, better yet, why not design a program and building for children six weeks through II years of age (traditional grade five age) which is based upon early childhood practices and incorporates constructivist principles? That is exactly what educators in a small, diversified school district in Northeast Tennessee did when the system committed to creating a "21st Century" elementary school.

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