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

Thesis (M.Ed.)--University of Hong Kong, 1997. / Includes bibliographical references (leaves 70-73). Also available in print.

Thesis (Ph. D..)--Florida State University, 2005. / Advisor: Ithel Jones, Florida State University, College of Education, Dept. of Childhood Education, Reading and Disability Services. Title and description from dissertation home page (viewed Jan. 24, 2006). Document formatted into pages; contains xii, 182 pages. Includes bibliographical references.

Thesis (Ph.D.(Educational Psychology))--University of Pretoria, 2010. / Includes bibliographical references.

Thesis (Ph. D.)--University of North Carolina at Greensboro, 2006. / Title from PDF title page screen. Advisor: C. Chris Payne ; submitted to the School of Human Environmental Sciences. Includes bibliographical references (p. 87-97).

Thesis (Ed. D.)--Boise State University, 2005. / Includes abstract. In appendices, sample participation questionnaires are in both English and Spanish. Includes bibliographical references (leaves 81-89). Also available online via the ProQuest Digital Dissertations database.

The U.S. toxic food environment has impacted the increased rates of childhood obesity and disordered eating patterns (Battle & Brownell, 1996), and prevention efforts are beginning to take an ecological approach to addressing these weight-based problems. Researchers have begun to discuss the importance of starting prevention efforts during infancy and early childhood (Flynn et al., 2006; Olstad & McCargar, 2008). Caregivers and parents have the most impact on child eating and activity levels during early development, but there is scarce research on ways to engage parents in programming. The present study used a qualitative design to investigate parents' experiences receiving, making meaning of, and applying sociocultural messages about children's health and nutrition. Individual interviews were conducted with parents from 16 very low-income Early Head Start families. Interview transcripts, field notes, documentary evidence, and follow-up participant checks were used during grounded theory analysis of the data (Corbin & Strauss, 2008). A theoretical model of parental movement toward action was developed that included (a) the culture and context influencing parents, (b) parents' sources of social and cultural messages, (c) parental attitude and engagement, (d) parental motivation for action, (e) intervening conditions impacting motivation and application, and (f) parent action taken on the individual and social levels. The categories and subcategories of the model are illustrated by narrative data. Implications for research, parent engagement, and prevention programming for weight-related problems in young children are discussed.

Doctor of Philosophy / Curriculum and Instruction Programs / Marjorie R. Hancock / With the implementation of the No Child Left Behind Act of 2001 (PL 107-110) many pedagogical practices for literacy learning have been re-examined to align themselves with the results of the National Reading Panel report (2000). The federally funded Reading First initiative mandates systematic and explicit instruction of the key components identified by the National Reading Panel report (phonemic awareness, phonics, fluency, vocabulary, and comprehension). Higher accountability and high stakes testing has caused reflection regarding how instructional time is spent in classrooms. This qualitative case study was conducted in a combined setting of a kindergarten classroom and music education classroom in a small mid-western community over a period of nine weeks, from February 15 through April 23, 2007. This study, framed in the socio-cultural theory of constructivism (Vygotsky, 1978) and Gardner’s Theory of Multiple Intelligence (2004) explored the way a kindergarten teacher and music educator provided literacy learning opportunities for young children. Data were collected through detailed observational fieldnotes, interviews of the kindergarten teacher and music educator, and conversations with children. Data analysis revealed five characteristics that framed the literacy learning environment which included: 1) providing a caring community; 2) use of conversations; 3) connections to prior knowledge and community; 4) collaboration; and 5) consistency. Pedagogical commonalities were found to include: 1) a gradual release of responsibility; 2) use of metacognition; 3) a sharing of quality children’s literature; 4) purposeful oral language development; and 5) use of active engagement in learning, especially the use of gesturing. Data also revealed evidence of support of six components of early literacy learning: 1) phonemic awareness; 2) phonics; 3) fluency; 4) vocabulary; 5) comprehension; and 6) concepts about print. Data identified that the classroom teacher provided more incidences of instruction coded as phonemic awareness, phonics, and comprehension; with the classroom music educator providing more evidence of coded events for fluency and vocabulary learning. Analysis of combined events identified a balance of instructional methods, experiences, and techniques identifying the critical importance of the elementary music educator’s role in supporting early literacy learning of young children and the importance of collaboration in meeting needs of children.

Florida’s Voluntary Pre-Kindergarten program (VPK) aims to ensure that all 4-year-olds are prepared to excel in K-12 mathematics. Early numeracy/spatial skills are predictive of success in K–12 mathematics. No research has examined whether VPK classrooms are equipped with the materials necessary to teach numeracy/spatial skill. The Pre-Kindergarten Numeracy and Spatial Environment Survey was created to examine the frequency of access to and use of numeracy/spatial materials in VPK classrooms. The 69-item survey was completed by the lead educator from a sample of 62 pre-kindergarten classrooms in Miami-Dade County. Regression analysis results suggest the location of the pre-kindergarten center, the sex distribution of the children in the classrooms or the number of years of experience that the educator has as a lead teacher along with the extra training courses undertaken by the teachers does not affect the access to or the use of, numeracy and spatial materials in the classrooms.

The Salamanca Statement (UNESCO, 1994) called upon all governments to implement inclusive education, ensuring that all learners with barriers to learning are included in the educational system. South Africa as a cosignatory to this global call responded with the implementation of the South African Education White Paper 6 (Department of Education, 2001) where the principles and foundations towards inclusive education were stipulated. It was expected of teachers to be able to accommodate learners with barriers to learning in their classrooms (Dednam, 2009, p. 371), although Ntombela and Green (2013, p. 2) state that teachers are not equipped to work with learners with specific disabilities. Learners present with various barriers to learning and these barriers pose problems and challenges in the classroom. One of these problems in the classroom is learners presenting with Auditory Processing Disorder. This qualitative study employed phenomenology as the research design. Through the use of memory work, drawings and focus group discussions as data production tools, the five Foundation Phase teachers’ experiences regarding learners presenting with Auditory Processing Disorder in the inclusive classroom, were explored. Bronfenbrenner’s ecological model was used to make meaning of the findings of the study. The findings of the study indicate that teachers are torn between the expectations of global and national policies regarding inclusive education and the management and support of learners presenting with Auditory Processing Disorder in their classrooms. Various challenges and problems arise with the inclusion of learners presenting with Auditory Processing Disorder in the classroom. The findings of the study were used to formulate guidelines to support Foundation Phase teachers working with learners presenting with auditory processing problems as well as policy suggestions for the Department of Basic Education. The Department of Basic Education should revise the implementation of CAPS to include the necessary adaptations for learners presenting with Auditory Processing Disorder; and also provide teacher assistants in Foundation Phase classrooms to enable the full inclusion of all learners.