<p> The purpose of this study was to identify the perceptions of Missouri public school early childhood teachers and administrators in regard to technology and current practices. If educators have not analyzed their current perceptions regarding technology, they may not use developmentally appropriate technology practices with students (Dietze &amp; Kashin, 2013). According to Anderkin (2015), the position statement from the National Association for the Education of Young Children and the Fred Rogers Center for Early Learning offers guidance for developmentally appropriate technology practices in early childhood. Participants in this study were asked interview questions to determine their perceptions of technology in early childhood classrooms. The interview questions were also utilized to identify what teaching strategies were currently being used when implementing technology and the perceptions of early childhood educators in terms of professional development regarding technology in early childhood. High-quality professional development opportunities for early childhood educators play a role in developmentally appropriate technology integration (White, 2015). The sample group for the study included nine Missouri Preschool Program (MPP) teachers affiliated with public schools in southwest Missouri and nine administrators affiliated with public schools in southwest Missouri with a minimum of one MPP classroom. Results from this study indicated most early childhood educators are in favor of technology in the classroom in moderation. Both teachers and administrators reported a lack of professional development opportunities specific to implementation of technology in early childhood. </p>

<p> The focus of this dissertation was to explore the importance of high quality early education in later secondary education development, quantifying quality in early childhood education programs, and examining how teacher education contributes to quality of early childhood education programs. For phase I, early childhood education positively associated with improved eighth grade state proficiency percentages in the mathematics and writing summative assessment scores. When examining scoring procedures for <i>Colorado Shines</i> QRIS in phase II, programs that accepted Colorado Child Care Assistance Program (CCCAP), were not part of Colorado Preschool Program (CPP), had children that spoke more than one language, and accepted infants overall scored the lowest scores of early education programs. Phase III results showed that teachers with bachelor&rsquo;s degrees did not significantly improve overall student mathematics and literacy scores under <i>TS Gold</i> compared to students of teachers that did not have bachelor&rsquo;s degrees.</p>

<p>Across the globe, the viability of welfare states depends on the success of policy adaptations to a post-industrial, internationalized economy and domestic demographic changes that encompass family formation, declines in fertility, and lifespan extensions of the elderly. One of the most important issues facing contemporary welfare states is the need to adjust social policy to the demise of the male breadwinner model in favor of the increased participation of women and mothers in the workforce. Whereas childrearing was traditionally the central occupation of stay-at-home mothers, their workforce participation has necessitated out-of-home care for children under the ages of five or six, before the start of primary school. Providing financial supports and investing in early childhood care and education are several policy instruments that can be used, not only to ease the burden of care faced by working mothers and their partners, but to promote the well-being and long-term economic productivity of their children as adults. In turn, the increased economic productivity of future generations can mitigate social risks and threats to the survival of the welfare state. Using a social investment approach based on human capital development in children, a set of indices is constructed to measure public investments in early childhood by ten member countries of the OECD from 2001 through 2011. The indices permit a theoretical exploration of patterns of expenditure and characteristics of policy design relative to their conformity to acknowledged types of welfare state regimes. The indices are also used to detect empirical changes in welfare state expenditures for early childhood investments pre- and post- the fiscal crisis of 2008. The study contributes to the literature of welfare state theory by situating investments in early childhood as a stage in the evolution of family policy; by creating a set of measures that characterizes public investments from a child-centered developmental perspective, one that is less prominent than work-family balance and gender equity viewpoints; and lastly, by combining expenditures and policy design components into a single measure.

<p> A Multi-Tier System of Support (MTSS) for academic skills is widely recognized as the best practice framework for supporting all students. Additionally, the recent shift from constructivist pedagogy toward more intentional teaching of mathematics at the preschool level has encouraged more explicit mathematics instruction with younger children. In spite of these advances, there are no published best practice guidelines for implementing MTSS for mathematics at the prekindergarten level. The current study sought to investigate one possible way to implement effective instructional practices for preschool mathematics within a multi-tier system, including the use of validated screening and progress monitoring instruments. A centers-based mathematics curriculum was implemented at the universal level within an inclusive preschool classroom. Universal screening was conducted using curriculum-based measurement (CBM) in order to identify at-risk students in need of additional instruction. A supplemental prekindergarten program was implemented with small instructional groups at the secondary tier of support. Students receiving supplemental instruction were progress-monitored using growth-sensitive CBMs in a multiple baseline across dyads research design. Results and limitations of the study are discussed. Finally, topics for future exploration in preschool mathematics are suggested. </p>

<p> The purpose of the current study was to explore preschool teachers&rsquo; subjective beliefs toward developmentally appropriate practices (DAP) and developmentally inappropriate practices (DIP), as identified by the National Association of the Education of Young Children (NAEYC) in Saudi Arabia. Additionally, an investigation was conducted on what might account for cultural influences regarding teachers&rsquo; beliefs toward DAPs and DIPs. </p><p> Q-methodology, as a mixed-method approach, was utilized to collect, analyze, and interpret the data in a two-phase, sequential explanatory design. In the first phase, 37 preschool teachers subjectively sorted 50 cards representing DAP and DIP items in terms of what they considered the most appropriate and the most inappropriate practices in the preschool classroom. Q-technique principal component analysis with Varimax rotation was used to analyze the numerical data. The second phase involved conducting follow-up focus-group interviews for further explanation and exploration of the cultural influences on Saudi preschool teachers&rsquo; beliefs regarding DAPs. </p><p> The results of the Q-methodology suggested that there were four main perspectives regarding DAP beliefs among Saudi participants: Perspective A: a developmentally oriented approach to children&rsquo;s learning; Perspective B: a socially oriented approach to children&rsquo;s learning; Perspective C: a holistic approach to children&rsquo;s learning; and Perspective D: a child-centered approach to children&rsquo;s learning. Six participants were associated with Perspective A, eight with Perspective B, three with Perspective C, and seven with Perspective D. All four perspectives identified in the study coincided with different aspects of DAPs. </p><p> For further explanations, 11 participants were purposefully selected to participate in follow-up focus-group interviews. The interviews provided explanations regarding participants&rsquo; subjective beliefs in light of any cultural influences. Thematic analysis following the interviews revealed themes on two levels: cross-perspective themes and within-perspective themes. Although within-perspective themes varied by each perspective, cross-perspective themes included a) denying teaching preschoolers academics, b) modifying the curriculum to suit children&rsquo;s needs, c) promoting social activities, and d) respecting families but not involving them in classroom activities. Findings from this study contributed to the knowledge base on the applicability of different aspects of DAP in religious and conservative society. Furthermore, methodological notes, recommendations for future research, and implications for practice were addressed.</p>

<p> Purpose. The purpose of the qualitative study was to explore early childhood classroom teachers&rsquo; experiences with administrative support in the implementation of the Desired Results Developmental Profile (DRDP) as an authentic assessment tool. </p><p> Methodology. The participants included 10 Head Start and 10 State Preschool teachers implementing the DRDP. The researcher conducted and transcribed one-on-one participant interviews. The questions were pilot tested, and a member check was conducted. An inductive analysis approach, which included both the researcher and a second rater independently examining the data, was employed to identify common themes. </p><p> Findings. Results reflected the participants&rsquo; experiences regarding administrative support provided in DRDP implementation. The findings revealed 6 themes relevant to the research questions: (a) reflecting on DRDP results is challenging due to time constraints, (b) time off the floor with children aids in reflecting on DRDP results, (c) the Center for Child and Family Studies at WestEd (WestEd) DRDP training is encouraged, (d) the WestEd website is helpful in implementing the DRDP, (e) program-specific DRDP resources are provided, and (f) time is a valuable resource to aid in DRDP implementation. </p><p> Conclusions. The study&rsquo;s results indicated that administrative support is important in DRDP implementation. A major finding of this study exposed the need for time off the floor with children for both reflection on DRDP results and the completion of the required paperwork. The data from the study will aid early childhood administrators in future planning. </p><p> Recommendations. The researcher recommends additional early childhood program types be studied. Additional recommendations for further research include a quantitative study on the same topic. The researcher further recommends that support regarding authentic assessment tools other than the DRDP be explored. </p>

<p> This correlational study examined the relationships among half-day and full-day public prekindergarten participation and the attainment of social and personal skills, evidenced by the Maryland Model for School Readiness assessment. The chi square test for association was used to test the correlation between the variables and the subgroups of ethnicity (Hispanic), race (Caucasian and African American), and socioeconomic status. A statistically significant correlation emerged; therefore the data were further analyzed using Cramer&rsquo;s V to determine the effect size of the correlation. </p><p> This study included seven Maryland counties that offered both half-day and full-day public prekindergarten in the 2011&ndash;2012 year. Of those prekindergarten students, data were collected from a sample of 3,538 students who participated in either half-day or full-day public prekindergarten. The public extant data were arrayed in the aggregate and then disaggregated by ethnicity, race, and socioeconomic status. Data revealed a statistically significant correlation between half-day and full-day prekindergarten and the attainment of social- and personal-readiness skills. Findings indicated a higher percentage of participants in half-day public prekindergarten programs demonstrated readiness in social and personal skills over those participating in full-day public prekindergarten programs.</p>

<p> The purpose of this multiple case study was to explore how the facilitation of clinical experiences for early childhood education candidates impacts the cooperating teacher. The tenets of school reform initiatives often require longer and more frequent clinical experiences for pre-service teachers. The success of student teaching relies on the effectiveness of cooperating teachers; however, research has not addressed the development and sentiment hosts experience while facilitating this process. </p><p> Qualitative interviews and observations produced four single case studies and one cross-case comparative. All of the participants taught in Northeast Georgia and hosted student teachers prepared by a single school of education. Research themes included control and autonomy, personal and professional impacts, and the benefits or costs associated with hosting pre-service candidates. </p><p> Findings indicated that cooperating teachers had complete autonomy in the facilitation of the student teaching process but expressed a strong preference for collaboration. Self-preservation and student achievement influenced decision-making and were associated with minimal shifts in control. Professionally, host teachers felt their roles were ambiguous and evidence indicated key concepts were undefined. Participants did not experience an increase in professional capital although they did request professional development in several areas. These hosts described their experiences as intense and stressful yet personally rewarding. Future implications for practice include strengthening selection and pairing processes as well as training members of the student teaching triad to utilize collaborative methods. The study also exposed a need to research implementation errors in outcome-based evaluations of teacher education programs.</p>

This dissertation presents an overview of the accountability measures that shape kindergarten teachers’ definition and perceptions of effective teaching in racially diverse classrooms. The impact of school reforms such as No Child Left Behind (NCLB) and Every Student Succeeds Act (ESSA) has presented outcomes where teachers’ instructional practices and school administrators’ leadership styles have become the focal point. In addition to the scrutiny that teachers and school leaders face, racially diverse students are facing great disparities in terms of their academic performance. These disparities are also known as the “achievement gap.” In Florida standardized test data from grades 3-10 show disparities in the achievement of racially diverse students. Research contends that the achievement gap is now evident as early as kindergarten. With scholarship suggesting the achievement gap starts in kindergarten, there was a need to understand the perceptions of kindergarten teachers as they implemented instructional practices in racially diverse kindergarten classrooms. The purpose of this qualitative case study was (1) to understand the teachers’ definition and perceptions of effective teaching in racially diverse kindergarten classrooms in a North Florida School District; (2) understand how accountability measures shaped their definition and perceptions of effective teaching in their racially diverse classrooms. The main finding of this study was that the teachers’ definition and perceptions of effective teaching was indeed shaped by the school’s accountability paradigm. Although their definition and perceptions were shaped by the same core values outlined in the schools’ accountability paradigm, they each implemented instructional strategies through high expectations differently. This final chapter of this dissertation includes how the findings interact with the conceptual framework of this study and recommendations for stakeholders and future research are listed. / A Dissertation submitted to the Department of Educational Leadership and Policy Studies in partial fulfillment of the requirements for the degree of Doctor of Education. / Spring Semester 2018. / March 20, 2018. / Accountability, Instructional Strategies, Racially Diverse Classrooms, Teacher Perceptions / Includes bibliographical references. / Ayesha Khurshid, Professor Directing Dissertation; Stephen McDowell, University Representative; Kristal M. Clemons, Committee Member; Stephanie Zuilkowski, Committee Member; Robert Schwartz, Committee Member.

Thesis advisor: Susan Bruce / The acquisition of vocabulary is an important aspect of young children's development that may impact their later literacy skills (National Reading Panel, 2000; Cunningham and Stanovitch, 1997). Deaf children who are American Sign Language users, however, often have smaller vocabularies and lower literacy levels than their hearing peers (Lederberg and Prezbindowski, 2001; Schirmer and McGough, 2005). Despite the importance of teaching vocabulary for young deaf children, there are very few investigations on this important topic (Luckner and Cooke, 2010). This study examines the nature of vocabulary instruction by four early childhood teachers of deaf children (TODs) from two classrooms through a qualitative collective case study. Findings indicated that the Four-Part Vocabulary Program (Graves, 2006) could account for the nature of vocabulary in these classrooms; however, within this framework TODs used qualitatively different language strategies to address the unique aspects of teaching a visual language. Furthermore, there was interplay of teacher knowledge about learners, curricula, and pedagogy that informed their instructional planning and decision-making. Implications of this study include the varying roles of teacher knowledge, experience, and evidence in guiding ASL vocabulary instruction for TODs. / Thesis (PhD) — Boston College, 2013. / Submitted to: Boston College. Lynch School of Education. / Discipline: Teacher Education, Special Education, Curriculum and Instruction.