<p> A large body of research has established the existence of a gap in vocabulary knowledge that occurs largely along socioeconomic lines, is evident prior to age two, and continues to widen as children age. Because research has shown that early vocabulary knowledge supports present and later text comprehension, interventions for supporting preschoolers&rsquo; vocabulary development are being explored through research and in classrooms.</p><p> The present study sought to build upon prior research to explore the impact of two intervention conditions, <i>rich instruction</i> + <i> more rich instruction</i> (RI) and <i>rich instruction</i> + <i>play</i> (+P), on preschoolers&rsquo; knowledge of targeted Tier 2 vocabulary words selected from read-alouds of children&rsquo;s literature. The study included 28 preschool students in two full-day, state-funded classrooms, mean age=4.32. A within-subjects design was used to allow all students to experience both conditions by randomly assigning target words to each condition.</p><p> Findings suggest that participation in both the <i>rich instruction </i> + <i>more rich instruction</i> (RI) and <i>rich instruction </i> +<i>play</i> (+P) conditions increased preschoolers&rsquo; learning of targeted Tier 2 vocabulary words. Furthermore, students demonstrated deeper word learning in the +P condition as compared to the RI condition. There is some evidence to suggest that preschoolers may have been more engaged in the classroom activities in the +P condition than when they were in the RI condition. Implications for choosing target words for preschool students are also discussed.</p><p>

abstract: This study investigated the efficacy of Early Head Start home-based, center-based and mixed-approach programs on cognitive, language and behavioral outcomes at different levels of cumulative environmental risk. Early Head Start is a federal program that provides low-income families and their children from birth to age three with childcare, parenting education, healthcare and other family supports. As part of Early Head Start's initiation, a program evaluation was begun involving 3,001 children from 17 programs around the country. Half of the children were randomly assigned to the control group, who received no Early Head Start services. Data were collected through program application and enrollment forms, interviews of parents and child and family assessments. Almost all of the children's primary caretakers were mothers, ranging in age from 18 to 26. One-third were African American, one-third white, and one-fourth Hispanic. Almost half of the parents did not have a high school diploma at the time of enrollment, and most of the families received public support of some kind. For each child, a multiple environmental risk score was calculated, which was the sum of 10 possible environmental risks. Each of four outcomes was regressed onto the ten risks individually and also as a cumulative risk index along with program type and covariates. There were significant negative relations of accumulated risk to reductions in reasoning, spatial ability and vocabulary and increased behavior problems. Children with at least eight risks scored 1.48 standard deviations lower on reasoning ability and vocabulary, .48 standard deviations lower on spatial ability and .48 standard deviations higher on behavior problems. The home-based program showed significant benefit for reasoning and vocabulary. Versus the control group, home-based programs increased average reasoning scores by .24 of a standard deviation and increased vocabulary by .14 of a standard deviation. There was no significant difference in program benefits at different levels of risk. This suggests that for reasoning and vocabulary, the home-based program is promotive because the degree of benefit Early Head Start appears to provide is consistent across all levels of risk for the set of risks and outcomes examined in this study. / Dissertation/Thesis / M.A. Psychology 2012

<p> The purpose of this study was to examine the impact of K-12 Positive Behavioral Interventions and Supports (PBIS) implementation in preschool classrooms. PBIS is a multi-tiered social-emotional and behavioral framework developed for the K-12 population and not for young children. Implementation of K-12 PBIS in preschool classrooms creates a contextual mismatch which may negatively affect outcomes such as teacher self-efficacy and student behavior. The Pyramid Model is a framework adapted from K-12 PBIS developed specifically for young children. </p><p> This study used a logic model to examine the relationships among implementation fidelity, teacher sense of efficacy and student behavior. Three research questions asked the degree to which teachers trained in K-12 PBIS implement Pyramid Model key practices and how this relates to teacher self-efficacy and student behavior. A convenience sample of 20 preschool teachers trained in K-12 PBIS participated in this quantitative research. The Statistical Package for the Social Sciences was utilized to run descriptive, correlation and linear regression data analyses on data gathered through The Teaching Pyramid Observation Tool (TPOT), Teacher Sense of Efficacy Scale (TSES) and student behavior tallies. Results indicated that preschool teachers trained in K-12 PBIS implement 63% of Pyramid Model key practices. Implementation fidelity was not found to correlate with teacher self-efficacy, but was found to predict the frequency of inappropriate student behavior that occurs during child-directed activities. Implications of this study suggest that contextual fit matters when choosing an intervention model for young children. It is recommended that districts that implement K-12 PBIS with their K-12 population separately implement the Pyramid Model in their preschool classrooms. Teachers should be trained in the key practices developed to support young students&rsquo; social-emotional and behavioral growth. Future research could compare preschool programs that implement K-12 PBIS with those that implement the Pyramid Model. Direct comparison of teacher and student outcomes within these two contexts could reveal important findings for policy and practice.</p><p>

<p> Young children attending high quality early education programs have demonstrated improved school readiness outcomes, with the most impact on low-income and high-risk children. The comprehensive approach to school readiness used in Head Start programs that includes ready children, ready schools, and ready families, facilitates transition and continued school success. However, gaps in school leadership efficacy around early education, family engagement, and a preschool through third grade continuum (PreK-3) have been documented in the literature. Unique to this study is the addition of the concept, ready leadership, inclusive of school leaders (district administrators, site level administrators, and teachers) and parents as leaders. Using a qualitative research design and Urie Bronfenbrenner&rsquo;s Ecological Systems Theory, the role of leadership in a PreK-3 continuum, around the integration of a Head Start preschool on an elementary school campus and on promoting and sustaining family engagement was explored. Key findings included: (1) experiences with early education impact self-efficacy for a PreK-3 approach; (2) teachers focus on the transition from preschool to kindergarten, with their perspectives depending on their grade level position on the continuum; (3) regulations can create barriers to integration, real and perceived; (4) intentional alignment and collaboration support integration; and (5) strong family engagement policies support parents as leaders, including redefining the role of the school volunteer, to include unique strengths and needs of today&rsquo;s families. Recommendations include policy and practice to respond to leaders&rsquo; priorities for a PreK-3 continuum, addressing barriers to integration, supporting parents as leaders, redefining the role of school volunteer; and capitalizing on transitional kindergarten as a link between early learning in preschool and the increased rigor now seen in kindergarten.</p><p>

<p> While high levels of skills in education and achievement are critical for a student&rsquo;s social and economic success, schools have yet to live up to their educational responsibilities to children of color and children living in poverty. Nationwide, the achievement gap affects students of color, particularly low-income Latino students. Gay argued that contributing to educational deficits are teachers who do not understand the importance of knowing their students&rsquo; cultural backgrounds. This qualitative dissertation utilized the conceptual frameworks of culturally responsive pedagogy and sociocultural interactions to understand Latina Head Start preschool teachers&rsquo; perspectives in the classroom when implementing culturally responsive pedagogy embedded within sociocultural interactions in classrooms. </p><p> The major findings in this study documented that the Latina Head Start preschool teacher participants were sensitive to the unique needs of Latinao dual language learners from low-income families. The teacher participants overwhelmingly reported that providing emotional support, <i>cari&ntilde;o </i> (affection), and empathy to all of the children throughout classroom interactions was vital for student learning. They regularly used the children&rsquo;s home language, Spanish, and supported children&rsquo;s development in both languages. The Latina Head Start preschool teacher participants expressed a sense of commitment and responsibility to ensure each Latino child is successful. The Latina Head Start preschool teacher participants shared a natural ability to teach with <i>cari&ntilde;o</i> while utilizing culturally responsive pedagogy with interwoven sociocultural interactions as they worked with their Latina/o students.</p><p>

<p> Student retention, the practice of having a student repeat a grade level of schooling due to low academic performance or delayed behavioral and social development, is a common yet controversial educational practice in the United States. Extensive literature exists on the effects of retention on students&rsquo; academic outcomes, socialization, and self-esteem, but with mixed results. The perceptions of teachers and principals on the practice of retention have also been studied. Even though many school districts have policies stating that decisions on retaining students at the elementary level are made by teachers and parents/guardians, the perceptions of parents/guardians as compared to teachers on the practice of retention has not been thoroughly examined. This mixed methods study collected quantitative and qualitative data on the perceptions of teachers and parents/guardians on student retention through an established survey and through personal interviews. The study revealed that there are significant differences in the perceptions of parents/guardians as compared to teachers on when retention is appropriate for students. There are also differences in what teachers and parents/guardians identify as factors to consider for recommending retention and their long-term concerns for students when considering retention. Revealing these differences and understanding that both parties have an overall concern for the well-being of the student will help to bridge the communication gap between teachers and parents/guardians and guide them toward making collaborative decisions for students. Although this study is a first step toward this understanding and collaboration, there are many factors involved in making decisions on student retention, so these findings will require further research.</p><p>

<p> Mechanical gears can be as small as those in traditional mechanical watches or as large as those in mechanical marine turbines. They can be seen in almost all transportation tools, for example, bicycles, cars, trains and airplanes. Though they have been studied and refined for centuries, there are still some disadvantages. For instance, mechanical gears often create a large amount of noise and vibration. They require regular maintenance as the gears need to be lubricated. In addition, if a gear is overloaded it can catastrophically fail. </p><p> Unlike conventional mechanical gears, magnetic gears can create speed change without physical contact. The force between magnetic gears is not created by geared teeth but instead, it is created by the magnetic poles. There will be a small air gap between different rotors which means no lubricant or maintenance is required. When one rotor rotates, the other one will also rotate driven by magnetic forces. Since the permanent magnets are used, the forces will not recede or disappear as long as the magnets are not overheated. If overloaded, a magnetic gearbox will simply slip poles. Therefore, in many applications, magnetic gears can be more reliable, efficient and safer. </p><p> The goal of this research has been to investigate the torque capabilities of high gear ratio magnetic geared devices. The performance has been investigated based on the gear ratio and torque density. </p><p> A new type of flux focusing cycloidal magnetic gear (MG) was investigated that could operate at a gear ratio of -25:1. The flux focusing topology was used because it increased the air gap flux density and therefore enabled a higher torque density. Using 2-D finite element analysis (FEA), the volume torque density was calculated to be 291 Nm/L with an outer diameter of 0.228 m. A -20:1 prototype cycloidal magnetic gear was designed. It had a calculated volumetric torque density of 260 Nm/L. The cycloidal magnetic gear was mechanically difficult to construct and therefore only the inner rotor of the cycloidal magnetic gear was constructed. In addition, the eccentric air gap will cause bearing failure. </p><p> To achieve an even higher gear ratio, a nested multistage magnetic gear (MSMG) was designed with a 2-D FEA calculated torque density of 424 Nm/L. The desired gear ratio was 59:1 so that the performance could be compared with a Sumitomo mechanical gearbox which had the same gear ratio. In order to minimize the rotor torque ripple, the harmonic field interaction between the inner stage and the outer stage of the magnetic gear had to be mitigated. A unique flux concentration Halbach rotor structure was proposed. The rotor structure was shown to shield the outer rotor from the inner rotor harmonics. The nested multistage magnetic gear contains 4 rotors and complex mechanical structure. In order to provide sufficient mechanical support, the mechanical axial length had to be very large and this negated many of the benefits of using the nested coaxial rotor structure. </p><p> A two-stage series connected 59:1 gear ratio multistage magnetic gear was also designed for wind turbines. The 6.45:1 first stage magnetic gearbox had a diameter of 0.633 m and the 3-D FEA calculated peak torque and torque density were 4.79 kNm and 159 Nm/L. The measured torque and torque density were 4.25 kNm and 141 Nm/L. While the 9.14:1 second stage magnetic gearbox had a diameter of 0.507 m and the 3-D FEA calculated peak torque and torque density were 1.04 kNm and 136 Nm/L, respectively. The series connected multistage magnetic gear had the advantage of being more modular as different gear ratios can be obtained by changing the pole pair combinations for one of the series connected magnetic gears. </p><p> A two-stage series connected 59:1 gear ratio multistage magnetic gear was also designed for a hydropower application. Non-magnetic rods were used to reduce the losses and the mechanical deflection. The 2-D calculated torque density for the stage 1 magnetic gear was 371 Nm/L. And the 2-D calculated torque density was 344 Nm/L for the stage 2 magnetic gear. A stator was also designed that was inserted inside the stage 2 magnetic gear. In order to try to reduce the torque ripple, the stator had a fractional winding distribution with 1.25 slots/pole/phase. (Abstract shortened by ProQuest.) </p><p>

<p> This research explored the nuances of co-creating and implementing a co-constructed and reconceptualized Kindergarten mathematics curriculum including innovative teaching practices such as number talks, math baskets, and counting collections to examine their impact on a student's mathematical identity, mindset, and content knowledge. The goal of this research was to provide a counter-story on mathematics curriculum in an early elementary classroom setting with a focus on social justice and equity. The project employed qualitative methodologies using a bricolage approach. A critical theoretical framework and related postdiscourses guided my research design, data collection, and analysis. Data sources for this study included a reflective journal kept by myself as a teacher-researcher focused on mathematical curriculum experiences, semi-structured focus group discussions with students, and electronic student artifacts collected over a twelve-week period in the late fall and winter of a school year. Data was analyzed using open and thematic coding. The major themes that emerged were used to create a community autoethnographic narrative via a bricolage of vignettes. The large and overarching theme of social justice and equity permeated the research findings in connection with students establishing a mathematical identity and mathematical mindset. Other themes included: (a) "growing our math brains"; (b) culturally relevant pedagogy (CRP); (c) operating as a community of learners; (d) students taking ownership of their mathematical learning; (e) teacher as ethnographer, facilitator and co-creator of learning; (f) making math meaningful and tangible; (g) play, enjoyment, and fun during math learning; and (h) meeting or exceeding standards with a localized curriculum in lieu of following a standardized curriculum. The vignettes and subsequent analyses are not intended to be a replicable mathematics curriculum for Kindergarten students. Rather, the vignettes are intended to inspire teachers to reconceptualize mathematics curriculums that influence their young students' mathematical identities. It is suggested that a reconceptualized and co-constructed mathematics curriculum will have a lasting influence on the mathematical mindset and identities of young students.</p><p> Keywords: reconceptualized mathematics curriculum; mathematical identity; mathematical mindset; number talks; math baskets; criticalism; social justice and equity; bricolage; community autoethnography; Kindergarten; early childhood education</p><p>

<p> This study outlines essential frameworks of Reggio inspiration based on literature from the Educational Project of Reggio Emilia. The purpose of this study was to determine which Reggio inspired frameworks were valued and applied by teachers and instructional assistants (IAs) in the Early Childhood Center (ECC) at the Progressive Academy of Southeast Asia (PASA). The study also sought to provide feedback for educators in the ECC, now four years into the adoption of Reggio inspired values, as they work towards PASA&rsquo;s 2020 strategic goals of excellence, opportunities, and holistic care. Focus groups, observations, and interviews were conducted with ECC teachers and IAs as a part of a qualitative research design. Transcripts were coded for key words and phrases.&nbsp;Four themes emerged from the study: (1) there are six areas of alignment between participant perceptions of the Reggio inspired frameworks in the ECC at PASA, and their day-to-day practices of that work; (2) concept-based learning is one potential area for growth for the teacher and IA Reggio inspired practice in the ECC; (3) instructional assistants (IAs) experience limitations in their work environment that affect their capacity as Reggio inspired educators; and (4) inclusive education is a potential area for policy reform at PASA. This study highlights areas for further consideration and growth as the ECC works towards the 2020 goals of excellence, opportunities, and holistic care. The study also proposes frameworks that can be used by educators in other settings to examine their Reggio inspired practices. </p><p>

<p> The Effectiveness of Tiered Instruction in Elementary Schools Trident University International 2018 The purpose of this mixed research study was to explore the effectiveness of the tiered instruction and interventions for grades kindergarten through five at 2 elementary schools within a single charter school district in the Southern United States. The study is built on Swanson and Sachse-Lee&rsquo;s (2000) meta-analysis which identified the effects of Tier 3 interventions. The researcher requested secondary data consisting of pre-assessment and post-assessment results from the 2016 school year in the tiered instruction. A series of data points was used to determine if a student was successfully move from Tier III to Tier II due to the successful implementation of instruction. These data points were used to assess the effect of tiered interventions, including: NWEA MAP of Growth and the ACT Aspire for students in grades K-5. To gain a deeper understanding of teachers&rsquo; perspectives, a survey was distributed to 59 elementary certified teachers. A repeated measures ANOVA test was conducted for four dependent variables. When conducting this study, the researcher compared four groups in the multi-tiered instruction of the dependent variables and an expected medium effect (f = .25) based on the research. The Paired samples t-test and repeated measures ANOVA was conducted to test progress the participants in Tier 1, Tier 2, and Tier 3 made in their reading abilities. The power of .80% power (alpha = .05) was used to conduct the study. Of the 59 teachers, 55 teachers participated in the survey. The minimal sample size of the survey was 55 teachers. The questionnaire consisted of open-ended questions related to how teachers used the assessments to implement tiered instruction with fidelity, to have more targeted conversations during professional learning communities, become more strategic in the implementation of the targeted instruction, and effectively articulate to parents the skills the students need to improve on while providing simplistic ways to assist the students at home. The researcher used &ldquo;thematic analysis&rdquo; as a systematic process to formalize the identification and development of themes. The process consisted of coding text, developing descriptive themes, and generating analytical themes. The use of line-by-line coding enables the researcher to undertake what has been described as one of the key tasks in the synthesis of qualitative research: the <i>translation</i> of concepts from one study to another (Coffey &amp; Atkinson, 1996). This study provided district leaders, building administrators, and teaching staff empirical evidence to support the effectiveness of multi-tiered reading interventions at the elementary level. The multivariate analysis of the study showed: (1) Participation in Tier I instruction predicted student scores in Reading through the NWEA MAP of Growth and the ACT Aspire, (2) participation in Tier II instruction could not predict student scores in Reading through NWEA MAP of Growth, however; student scores could not be predicted in Reading through the ACT Aspire, and (3) participation in Tier III instruction could not predict student scores in Reading through NWEA MAP of Growth or ACT Aspire pre-assessment and post assessment. The findings support the effectiveness of multi-tiered instruction in elementary schools. When Tier I instruction is strong, Tier 2 and Tier 3 will be effective resulting in few students needing the extra support afforded in Tier 2 and Tier 3. Of the 172 students that moved from one tier to another, 28 students increased their learning and moved from Tier III to Tier II instruction. The researcher also discovered from the qualitative research conducted, regarding elementary needs, teachers desired to have smaller classrooms which would improve the effectiveness of implementing instruction. The smaller classroom size would not only increase learning for the struggling students, but also the students who have already mastered the essential skills being taught. The findings may give support for the educators who need empirical evidence to increase learning through multi-tiered instruction.</p><p>