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1	CONNECTIONS, PATHS, AND EXPLANATIONS - A SOCIAL NETWORK APPROACH TO INVESTIGATING EXPERIENCES OF EARLY CHILDHOOD SPECIAL EDUCATION WITH THE ECLS-K Akers, Kathryn Shirley 01 January 2011 (has links) The purpose of this study is to demonstrate a practical application of social network analysis in the field of education using a large-scale data source. Using the Early Childhood Longitudinal Base Year data, a network is identified by examining the connections that occur between supports, both inside and outside formal special education resources for kindergarteners with access to special education programs. Social network mappings and quantitative findings are presented for formal and informal supports and primary disability category, along with policy implications and suggestions for further research. Findings indicate that social network analysis offers a unique and innovative perspective to educational research. Social Network Analysis 2-mode data analysis Early Childhood Longitudinal Study Special Education supports education research methods Education
2	Teacher characteristics and race/ethnic and economic disparities in academic achievement at the start of elementary school Hamilton, Madlene Patience 02 November 2009 (has links) As an exploration of some of the major provisions of NCLB, this dissertation applies the resource substitution perspective (Mirowsky & Ross, 2003) to the early years of elementary school and examines various forms of teacher human capital (e.g., educational background, certification, experience) to capture the pool of potential compensatory resources for segments of the child population deemed at-risk for academic problems because of their race/ethnicity and/or economic status. The research literature concerning teacher effects on academic performance and disparities in the elementary grades (vs. later levels of schooling) is limited, and the prevailing research on teacher effects in general either focuses on factors that are less relevant to early childhood education or provide mixed results. Applying multilevel modeling and other statistical techniques to data from the Early Childhood Longitudinal Study-Kindergarten Cohort, I found that poor and non-poor Black children are consistently the most at-risk groups in math between kindergarten and third grade and in reading by the end of third grade. Poor Black and poor Hispanic children appear to benefit more from teachers who have regular and/or elementary certification than their non-poor White peers. In general, Hispanic children tend to be more responsive to resources in the early grades than other at risk groups. / text Elementary education At-risk students Race Ethnicity Economic status Early childhood education Academic performance Elementary school teachers Teacher characteristics Teacher qualifications
3	The Impacts of Social-Emotional Competence and Other Student, Parent, and School Influences on Kindergarten Achievement Schiavone, Vincent J., Schiavone 10 December 2018 (has links) No description available. Early Childhood Education School Administration Mathematics Education Reading Instruction Quantitative Psychology Education Education Policy Educational Psychology Educational Tests and Measurements Preschool Education Hierarchical Linear Modeling HLM Multilevel Modeling MLM ECLS ECLS-K Early Childhood Longitudinal Study Kindergarten Reading Mathematics Social-Emotional Competence Social-Emotional Learning SEC SEL Early Childhood Education Psychology

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