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Hispanic Preschoolers' School Readiness: A Study Examining the Impact of Cultural, Social-Emotional, and Sociodemographic FactorsAvila Brizuela, Leonor 2010 December 1900 (has links)
The Hispanic population is becoming increasingly prevalent in the United States,
facing not only many sociodemographic risks, but academic risks as well. A large
number of Hispanics are entering school unprepared to learn. While the importance of
school readiness for academic success and achievement has been established, research
focusing on school readiness in the Hispanic population has been limited. Furthermore,
while research has established the importance of social-emotional skills for school
readiness, these have been insufficiently studied in this population in how they relate to
school readiness. This study examined school readiness in Hispanic preschoolers and the
impact of sociodemographic, cultural, and socio-emotional variables on school
readiness. A total of 162 children ages 3 to 5 years old were assessed by a school
readiness measure in a Head Start program in central Texas. Children were assessed
during the first 45 days of school. Teachers and caregivers completed a social-emotional
rating scale on each student’s social skills and problem behavior during the first 45 days
of school. In addition, caregivers completed a questionnaire that addressed cultural and
sociodemographic factors.
The purpose of this study was to fill the gaps of the literature by examining
factors that impact school readiness among Hispanic preschoolers. The goal of this study
was to determine the extent to which cultural variables can predict school readiness and
social-emotional competence, above and beyond sociodemographic factors. This study
also sought to determine the extent to which social-emotional competence can predict
school readiness above and beyond sociodemographic factors and cultural factors. This
study hypothesized that cultural factors and social-emotional competence would have an
impact on school readiness, above and beyond sociodemographic factors. This study
used hierarchical regression analyses. Results suggest that cultural variables were not
good predictors of school readiness or social-emotional competence. Sociodemographic
variables were good predictors of social-emotional competence. In addition, social skills
were significant predictors of school readiness. Results suggest that Hispanic
preschoolers are not that unlike other preschoolers when it comes to factors that have an
impact on their school readiness and social-emotional competence.
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1292 |
Preservice early childhood teachers' science teaching self-efficacy the effects of a modeling-microteaching intervention /Jay, Jennifer S. January 2000 (has links)
Thesis (Ph. D.)--University of Missouri-Columbia, 2000. / Typescript. Vita. Includes bibliographical references (leaves 125-133). Also available on the Internet.
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1293 |
Kindergarten assessment: Development of a new measure.Polis, Dustin. January 2009 (has links)
Thesis (Ph.D.)--Lehigh University, 2009. / Adviser: Christine L. Cole.
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Effect of a stimulus shaping procedure on fluent letter sound acquisitionMaxwell, Larisa Ann. Rosales-Ruiz, Jesus, January 2009 (has links)
Thesis (M.S.)--University of North Texas, Aug., 2009. / Title from title page display. Includes bibliographical references.
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1295 |
The "write" tools the impact of teachers' self-efficacy on classroom writing instruction /Rapp, Judy Ramona. January 2009 (has links) (PDF)
Thesis (Ph. D.)--University of Alabama at Birmingham, 2009. / Title from PDF title page (viewed Jan. 27, 2010). Additional advisors: Joseph C. Burns, Linda K. Emfinger, Lynn D. Kirkland, Maryanne Manning. Includes bibliographical references (p. 122-135).
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1296 |
The relationship between attention and memory and school readiness in West Virginia preschoolersParker, Brenda Carol. January 2001 (has links)
Thesis (M.A.)--Marshall University, 2001. / Title from document title page. Document formatted into pages; contains 18, [4] p. Includes bibliographical references (p. 11-14).
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The relationship between receptive language skills and school readinessSlack-Hines, Patricia. January 2001 (has links)
Thesis (M.A.)--Marshall University, 2001. / Title from document title page. Document formatted into pages; contains iv, 34 p. Includes bibliographical references (p. 13-17).
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1298 |
Early childhood drama education : curriculum and collaboration /Wee, Su-Jeong. January 2009 (has links)
Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2009. / Source: Dissertation Abstracts International, Volume: 70-06, Section: A, page: . Adviser: Liora Bresler. Includes bibliographical references (leaves 178-189) Available on microfilm from Pro Quest Information and Learning.
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1299 |
Examining and predicting response to instruction based on kindergarten children's early literacy profiles /Harn, Elizabeth Ann, January 2000 (has links)
Thesis (Ph. D.)--University of Oregon, 2000. / Typescript. Includes vita and abstract. Includes bibliographical references (leaves 167-176). Also available for download via the World Wide Web; free to University of Oregon users.
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1300 |
Storybook activities for improving language : effects on language and literacy outcomes in Head Start preschool classrooms /Simon, Kathryn Kimer, January 2003 (has links)
Thesis (Ph. D.)--University of Oregon, 2003. / Typescript. Includes vita and abstract. Includes bibliographical references (leaves 206-216). Also available for download via the World Wide Web; free to University of Oregon users.
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