<p> The purpose of this case study was to investigate and describe Recognition &amp; Response (R &amp; R) practices, a model of early literacy Response to Intervention, utilized by multidisciplinary staff teams in a purposively selected, inclusion-based preschool program in Southern California. Investigated R &amp; R practices included: (a) recognition of student needs through assessment, (b) collaborative problem-solving as a process to plan and evaluate next steps for students, and (c) response through a multi-tiered instructional approach. </p><p> The researcher utilized a qualitative case study design. The single district preschool program selected is comprised of ten inclusion-based classrooms located on two elementary school sites. The four-year old classrooms within this program were purposively selected for this study. The researcher designed an interview protocol, an artifact review form, and a classroom observation tool. </p><p> The findings of the study were synthesized into four overall conclusions. First, informal assessment is critical for providing intentional early literacy experiences to students. Second, informal problem solving between members of a multidisciplinary team is essential in planning an instructional response to support student early literacy needs. Third, a core literacy program that reflects agreed-upon literacy targets through thematic units and a range of learning formats across classroom is key to recognizing student early literacy needs. Fourth, the embedded use of multi-tiered instruction is a means of providing students with access to core literacy curriculum. </p><p> One policy implication is related to the current funding model for public preschool programs. The restrictions can serve as obstacles for implementing the practices described in this study. Three practice implications include the development of leadership and vision for early childhood programs, investment in the professional learning of early childhood education teams, and the allocation of time for teachers and support staff to engage in critical conversations. </p><p> Future studies that may benefit the early childhood profession include a longitudinal study of the program and a study of longevity of staff who serve on multidisciplinary teams. A third recommended area of study is to explore how, if at all, prompts support or hinder student independent use of learned skills in early childhood classrooms.</p>

No description available.

<p> A mixed-method explanatory sequential design utilizing surveys and interviews conducted at three Florida library systems examines caregivers&rsquo; perceptions of emergent literacy programming, how these perceptions compare with the National Research Council&rsquo;s Features for Quality Programs for children, and what is their motivation for attending these programs. The results from the survey and interview reveal that caregivers&rsquo; perceptions of emergent literacy programming align with the National Research Council&rsquo;s Features for Quality Programs. The data shows caregivers&rsquo; perceptions are very positive toward emergent literacy programming in terms of learning and the environment. Themes emphasized in the interviews on why caregivers are motivated to attend include socialization, getting out of the house, and free access. The results of these surveys and interviews will inform public libraries as to how to design, market, and deliver emergent literacy programming to caregivers with very young children.</p>

<p> Within this dissertation I discuss my experience as both teacher and researcher in an early childhood art education research project with the goal to challenge traditional conceptions of power and knowledge in work with young children. Inspired initially by the idea of reactivating children&rsquo;s traditionally subjugated knowledges, in this research I aimed to foster a space where children and adults could ethically collaborate in art, making, and research. Over the course of 10 weeks, this art classroom was built as a space created for children, grounded in notions of change, movement, trust, and respect. The children were not only encouraged to create their own opportunities for making, and also to challenge what it means to exist and make in the early childhood art classroom by engaging in play, exploration, and collaborations with adults. In what follows, I share some of the children&rsquo;s words and work in order to make their experience in this classroom space visible. Both their artworks and experiences are analyzed through various theoretical lenses, including theories surrounding nomadism and movement, ethical encounters, collaborations between adults and children, and chaos theory in play. Ultimately, I argue that challenging conventional understandings of power, authority, and knowledge in the art classroom demands resistance from both adults and children. However, this resistance is coupled with a responsibility for educators to listen deeply to what their students both want and need, and to embrace curricular spaces that welcome the unknown. Throughout this dissertation it is my hope to present new and different ways of being and engaging with young children in spaces of art education.</p>

<p> The purpose of this study was to explore the application of andragogical principles to real-time embedded coaching of parents, when teaching their children with hearing loss to talk. (Abstract shortened by ProQuest.) </p>

<p> The focus of this mixed methods study was to examine the possible differences between students who participated in the Missouri Preschool Program (MPP) and peers who did not attend the program. Areas examined through quantitative data in the study included academic achievement in communication arts in kindergarten, first grade, and second grade. The qualitative piece of the study included examination of areas such as social development, emotional development, and school readiness. Quantitative data were collected from one school district in rural southwest Missouri. These data came from Aimsweb assessments conducted at the district for the kindergarten, first-grade, and second-grade levels from 2009-2010 to 2015-2016. Students were grouped into cohorts (by school year), which were divided into two groups, students who participated in the MPP and students who did not participate in the MPP. An independent samples t-test was applied to examine the difference in the means of the scores between the two groups of students. There was not a statistical difference between the Aimsweb communication arts scores of students who participated in the MPP and scores of peers who did not participate in the MPP. This statement was true at all three grade levels examined. Kindergarten, first-grade, and second-grade teachers from the district were interviewed as part of the study. The educators who participated perceived benefits of attending a preschool program to include the following: readiness to enter school, advanced social development compared to peers who remained at home prior to school entry, fine motor development, and increased parental involvement.</p>

<p> The purpose of this self-study is to examine and analyze if and how an understanding of early childhood trauma informs my practice in my student-teaching placements in early childhood special education and a special day class (SDC) autism preschool. This study was informed by research in the field, as well as qualitative interviews on the subject. This study aims brings to light the need for more training and education on trauma-informed care in ECE. Data was collected through self-focused reflections and feedback from my colleagues on my work in my student-teaching placements at a center-based early intervention program in Oakland and an autism SDC preschool in San Leandro. Data was also collected through qualitative interviews with professionals working in the realms of early brain development and childhood trauma. This data was examined using an understanding of trauma&rsquo;s impact on brain development, behavior, learning, and interactions with others, the role of early childhood educators as protective factors who provide supportive, responsive care that fosters resiliency, as well as literature on trauma sensitive care. This study makes an important contribution to the literature because, while there is a great deal of literature on early childhood trauma in the fields of psychology and neurobiology, there is a disconnect between this knowledge base and what training early childhood educators receive and a general lack of trauma-informed care in early childhood settings. This study discusses how trauma-informed care can be put into practice in ECE and advocates for more training and implementation in these settings.</p>

<p> This qualitative descriptive study explored the experiences of three Kuwaiti pre-service teachers with guided reflection and the extent to which video technology facilitates reflection. The data sources were semi-structured and video-elicited interviews, field notes, and researcher reflective journals. The study was guided by two research questions: In what ways does video elicitation facilitate Kuwaiti pre-service teachers&rsquo; reflections? What do Kuwaiti pre-service teachers reflect about? I used Rogoff&rsquo;s Sociocultural Theory (2003; 1995) as my conceptual lens for this study which stresses the importance of cultural contexts in all areas of education. I developed a concept I call &ldquo;third-eye&rdquo; thinking to define a multifaceted approach to education and reflection. I also developed a concept I call &ldquo;cultural spheres of influence&rdquo; to describe the multitude of cultural influences that shape individuals and groups in unique ways. This study also depended on guided reflection to complement the process of video elicitation. The findings of my study indicated that video elicitation provided concrete material as a basis for reflection. My findings showed that Kuwaiti early childhood pre-service teachers reflected on various topics including: teaching tools and materials, strategies and techniques, everyday problems and challenges, classroom dynamics and management, and evaluators and the evaluation process. This research contributes to the existing body of literature by giving reflection a new culturally-rooted definition based on its application by Kuwaiti pre-service teachers and through a careful consideration of the cultural spheres of influences that shaped who the participants were and what they brought to the reflective process. </p>

There is a pattern of students' mathematics achievement scores dropping in the first year of middle school, typically sixth grade in Florida (fldoe.org, 2014). Sixth grade is of particular interest as this is typically a transition year from elementary to middle school. This quantitative study seeks to examine the mathematical teacher characteristics that are present and significant for Teacher Value-Added measures, as a proxy for sixth grade mathematical learning gains. The teacher characteristics that will be evaluated include certification area, degree held, and years of experience. Additionally, the effects of school demographics, specifically socioeconomic status (SES), as measured by the percentage of Community Eligibility Provision (CEP), which determines a districts eligibility for the national free lunch program, on sixth grade student achievement in mathematics will be examined and accounted for when evaluating teacher characteristics. Teachers' Value-Added scores were collected from the Florida Department of Education. The teachers included were those that taught mathematics in a sixth-grade classroom that was NOT in a K-6 or K-8 setting, but a 6-8 or 6-12 setting. Each participating teachers' school CEP status was also gathered from the Florida Department of Education. These results will be compared for all teachers and the following results are anticipated: (1) Schools with lower socioeconomic status (as measured by CEP), higher percentage of CEP (over 40%), will have overall lower teacher Value-Added Scores (VAM) on the Math FSA (Florida Standards Assessment) for the end of sixth grade administration, regardless of teacher characteristics. (2) After accounting for CEP, teachers with higher levels of degrees held (BS vs MS, EdS, or PhD), will have higher teacher VAM scores on the Math FSA for the end of sixth grade administration. (3) After accounting for CEP, teachers with more years of experience will have higher VAM scores on the Math FSA for the end of sixth grade administration. (4) After accounting for CEP, teachers with certification in mathematics will have higher VAM scores on the Math FSA for the end of sixth grade administration. With these results, policy makers, education preparation programs, and school districts can make more informed decisions about the educational preparation that mathematics teachers need to possess in order to teach students during their first year of middle school. / A Dissertation submitted to the School of Teacher Education in partial fulfillment of the requirements for the degree of Doctor of Philosophy. / Fall Semester 2018. / October 29, 2018. / Florida, sixth-grade mathematics, student achievement, teacher certification, teacher degrees, teacher experience / Includes bibliographical references. / Elizabeth Jakubowski, Professor Directing Dissertation; Eric Chicken, University Representative; Diana Rice, Committee Member; Angela Davis, Committee Member.

Thesis (Ed.M.)--Boston University / PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you. / 2031-01-01