Global ETD Search

741	Effects of a supplemental reading intervention package on the reading skills of English speakers and English language learners in three urban elementary schools a follow-up investigation / Kourea, Lefki, January 2007 (has links) Thesis (Ph. D.)--Ohio State University, 2007. / Title from first page of PDF file. Includes bibliographical references (p. 229-242).
742	"Easier said than done" pre-service teachers and multicultural education / Braud, Hillary Nicole, January 1900 (has links) Thesis (Ph. D.)--University of Texas at Austin, 2007. / Vita. Includes bibliographical references.
743	"My mom makes me to learn English" power, system, instruction and quality of early childhood English language education in Taiwan / Hsieh, Ming-Fang. January 2006 (has links) Thesis (Ph.D.)--Indiana University, School of Education, 2006. / "Title from dissertation home page (viewed July 10, 2007)." Source: Dissertation Abstracts International, Volume: 67-08, Section: A, page: 2874. Adviser: Mary B. McMullen.
744	The development of a rating scale to measure the quality of preschool literacy environments a validity study / Lindemer, Candace L. January 2006 (has links) Dissertation (Ph. D.)--University of Akron, Dept. of Curricular and Instructional Studies, 2006. / "May, 2006." Title from electronic dissertation title page (viewed 07/17/2007) Advisor, Isadore Newman; Co-Advisor/Committee member, Lisa Lenhart; Committee members, Evangeline Newton, Carole Newman, Harold Foster; Department Chair, Evonn Welton; Dean of the College, Patricia A. Nelson; Dean of the Graduate School, George R. Newkome. Includes bibliographical references.
745	The language use and interactions of African American mothers and their toddlers in the home / Murry, Jacqueline Denise, January 2006 (has links) Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2006. / Source: Dissertation Abstracts International, Volume: 67-07, Section: A, page: 2457. Adviser: Michaelene Ostrosky. Includes bibliographical references (leaves 202-212) Available on microfilm from Pro Quest Information and Learning.
746	Evaluation working within and challenging performance measurement systems : an example with the National Reporting System and on-going child assessments in a local Head Start program / Kallemeyn, Leanne. January 2006 (has links) Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2006. / Source: Dissertation Abstracts International, Volume: 67-11, Section: A, page: 4095. Adviser: Lizanne DeStefano. Includes bibliographical references (leaves 260-273) Available on microfilm from Pro Quest Information and Learning.
747	An exploratory study of the application of implementation of ECERS criteria Ward, Corina L. January 1900 (has links) Thesis (M.A.)--West Virginia University, 2007. / Title from document title page. Document formatted into pages; contains v, 52 p. Includes abstract. Includes bibliographical references (p. 45-49).
748	Laboratory schools a critical link in facilitating and enhancing preschool teacher education / Arnold-Grine, Lori E. January 2007 (has links) Thesis (Ph. D.)--Ohio State University, 2007. / Title from first page of PDF file. Includes bibliographical references (p. 179-187).
749	The nature of parent language prompts in early language development / Fritz, Dana R. January 2000 (has links) Thesis (Ph. D.)--University of Missouri-Columbia, 2000. / Typescript. Vita. Includes bibliographical references (leaves 98-107). Also available on the Internet.
750	Advocating for the Development of the Whole Child\| How Public Urban Preschool Teachers Overcome the Pressure of More Academics in Their Classrooms Lopez, Grizel 01 January 2016 (has links) <p> Preschool teachers must overcome the pressure to become more academic in lieu of a whole child development curriculum approach in order to preserve developmentally appropriate practices and shape well-adjusted future citizens of society. In order to achieve this, it is important to give a voice to preschool teachers to better understand their struggle and to find effective resolutions. This is only possible through a qualitative case study that employs observations, interviews, and a focus group with an inductive analysis approach to the data. The development of the whole child will only be attainable through national policies that are supported by sound research and ongoing teacher training that is aligned with that research. When theory and practice are aligned, it provides more opportunities for teachers, parents, and the rest of the community to advocate for the same goals, which ultimately benefits children.</p>

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