<p>The study used an embedded qualitative, historical, explanatory, case study design with a dominant quantitative, quasi-experimental pre-post, longitudinal, retrospective design. The purpose of the study was to determine the effectiveness of Ludus Reading&mdash;a new reading program&mdash;in terms of kindergarten students&rsquo; reading perceptions and performance between the control and experimental group addressing the problem of illiteracy and aliteracy. Study participants included 73 kindergarten students. The results of the study were statistically significant (alpha = .05). The null hypothesis H1 was rejected (<i>F</i> (1,70)=15.01, <i>p</i> &lt;. 001). Consequently, the experimental group had higher means on KDRA2 (<i>M</i>=9.25, <i> SD</i>=5.11) than the control group (<i>M</i>=5.07, <i> SD</i>=4.25). The null hypothesis H2 was rejected (<i>F</i> (1,69)=6268.69, Wilks Lambda=0.68, <i>p</i> &lt; .001). Therefore, the experimental group had higher means on KDIBELS NWF-CLS (<i>M</i>=53.31, <i> SD</i>=21.51) than the control group (<i>M</i>=32.20, <i> SD</i>=18.99). The sub-null hypotheses were retained, signifying that moderating factors, gender and speech language services, did not influence the students&rsquo; reading performance. Qualitative data from learning profiles were explored, and emerging themes indicated that the experimental group enjoyed reading more than the control group because students from the experimental group used more descriptive emotion words to describe reading, and expressed a higher intensity level of enjoyment. </p>

<p> The following is a doctoral dissertation that studied administrators', teachers', and parents' perceptions and attitudes related to an early childhood center/preschool accreditation experience. A qualitative case study of one preschool center focused on the influence that the decision to pursue accreditation and implement the National Association for the Education of Young Children (NAEYC) self-study process had on administrators, teachers, and parents. Interviews with administrators, teachers, and parents explored (a) issues that motivated the pursuit of NAEYC accreditation; (b) the NAEYC guidelines and their experience of the self-study and quality-improvement process; and (c) their perception of outcomes following accreditation. Current NAEYC guidelines are based on key child development theories and research, and require programs to integrate Developmentally Appropriate Practices (DAP) in school curricula and staff training. It was necessary to explore how these NAEYC recommendations regarding DAP were interpreted during the quality-improvement and accreditation process. Key themes and issues around the accreditation experience were revealed through analyses of qualitative data. This case study of NAEYC accreditation illuminated factors in the decision to pursue accreditation and implement quality improvements leading to NAEYC accreditation. This case may serve as a model of a successful accreditation process to encourage early childhood centers to undertake quality improvements and pursue national NAEYC accreditation.</p>

This multiple case study investigated children's literacy development in the context of current pedagogical practices of their preschools in three selected communities in India. / Thesis (PhD)--University of South Australia, 2009.

This multiple case study investigated children's literacy development in the context of current pedagogical practices of their preschools in three selected communities in India. / Thesis (PhD)--University of South Australia, 2009.

Thesis (Ph. D.)--University of Texas at Austin, 2006. / Vita. Includes bibliographical references.

Thesis (M.Ed.)--York University, 2005. Graduate Programme in Education. / Typescript. Includes bibliographical references (leaves 122-127). Also available on the Internet. MODE OF ACCESS via web browser by entering the following URL: http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss &rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:MR11864

Thesis (Ph.D.)--Indiana University, Dept. of Language Education, 2007. / Source: Dissertation Abstracts International, Volume: 68-09, Section: A, page: 3786. Adviser: Jerome C. Harste. Title from dissertation home page (viewed May 8, 2008).

Dissertation (Ph. D.)--University of Akron, Dept. of Curricular and Instructional Studies-Elementary Education, 2006. / "December, 2006." Title from electronic dissertation title page (viewed 04/07/2008) Advisor, Carole Newman; Co-Advisor, Isadore Newman; Committee members, Francis Broadway, Susan Olson, Ruth Oswald; Department Chair, Bridgie A. Ford; Dean of the College, Patricia A Nelson; Dean of the Graduate School, George R. Newkome. Includes bibliographical references.

Thesis (Ph.D.)--Indiana University, Dept. of Counseling and Educational Psychology, 2007. / Source: Dissertation Abstracts International, Volume: 68-07, Section: A, page: 2802. Adviser: Jack Cummings. Title from dissertation home page (viewed April 8, 2008).

Thesis (D. Psych.)--Victoria University (Melbourne, Vic.), 2006. / Includes bibliographical references.