<p>Preschool children hold immense writing potential that is rarely realized in traditional classrooms. This mixed-methods, quasi-experimental study focused on how best to teach these emergent writers. By comparing the effects of interactive writing, writing workshop, and traditional instruction, the study provided a clearer picture of how these instructional approaches influence students? writing achievement and processes. The quantitative results of the study pointed to the effectiveness of both writing workshop and interactive writing for improving students? foundational writing skills. The qualitative results supported these findings and highlighted how students differed in the extent they identified as authors and played in their writing. Based on these findings, both writing workshop and interactive writing might be effectively applied in preschool classrooms by empowering emergent writers and providing opportunities to write.

<p> <b>Purpose:</b> The purpose of this Delphi study was to identify the competencies that early care and education systems leaders should possess as perceived by a panel of early childhood systems leadership experts. This study also identified which leadership competencies experts perceive will have the most impact on transformation of the field into an organized system of practice.</p><p> <b>Methodology:</b> This study used a mixed-methods Delphi approach consisting of three electronic surveys to identify competencies needed by early care and education systems leaders as perceived by a panel of national experts. Round 1 consisted of open-ended questions. Round 2 asked the panelists to rate each competency&rsquo;s importance using a 6-point Likert scale. In Round 3 panelists were requested to choose which competencies were most important for systems leaders to impact the transformation of the field into an organized system of practice.</p><p> <b>Major Findings:</b> A quantitative analysis of Round 2 found that the expert panelists agreed on 65 competencies as important or very important for systems leaders to acquire. Some of the most highly rated competencies identified were <i>developing relationships and partnerships, valuing diversity, collaborative leadership skills</i>, and <i>commitment to equity</i>. In Round 3, 14 competencies were selected as necessary for systems leaders to impact transformation of the field, including <i> systems thinking, big picture perspective, commitment to equity</i>, and <i>knowledge of policy and legislation</i>. Through a qualitative literature analysis, the themes <i>systems thinking</i>, and <i> collaborative and inclusive leadership</i> were found to be most aligned with the research literature. A surprising finding was that the expert panelists did not rate <i>knowledge of child development</i> as important for systems leaders, which contrasted with the research literature. </p><p> <b>Recommendations for Future Research:</b> Include (a) replication of this study with representation from additional systems leaders throughout the country; (b) perceptions of stakeholders throughout the ECE workforce regarding leadership competencies, including diverse and marginalized populations and those in a variety of leadership roles; (c) tasks and objectives of systems leaders and a clear definition of their roles; and (d) impact of the absence or presence of knowledge of child development on the decisions of ECE systems leaders.</p><p>

abstract: This dissertation consists of three chapters. Chapter one examines whether spending different amount of time outdoors on weekends and weekdays change the estimates of the impact of ground level ozone on the incidents of respiratory disease and asthma in California. This chapter contributes to the literature that focuses on the short term effect of air pollution on public health. Using the American Time Use Survey data, I find that on average people spend 50 minutes outdoors on weekends more than weekdays. Incorporating this difference in estimating the health impact of ozone changes the results significantly, especially for adults 20-64. The specification also allows me to find a precise estimate for each day of the week. In chapter two I estimate the effect of exposure to ozone on skills of children aged 3 to 15 years. I use the Letter-Word (LW) test scores from the Panel Study of Income Dynamics (PSID) as a measure of children's skills. Due to omitted variable bias, OLS estimate of ozone effect on children's skill is positive and imprecisely estimated. To mitigate the omitted variable bias I use the instrumental variables approach. This method accounts for endogeneity of pollution. The effect of ozone on children's skills becomes negative but only marginally significant. In chapter three, I estimate a production function of skill formation for children 3 to 15 years old and simultaneously account for their childhood exposure to ozone. I find that a one standard deviation increase in ozone leads to a 0.07 standard deviation reduction in the LW test scores on average. The LW test score of 3 year olds drops by 0.10 standard deviation in response to one standard deviation increase in pollution levels, while for the 14 year olds this effect is only half as much, 0.04 standard deviation. I also find that households exhibit compensatory behavior and mitigate the negative effect of pollution by investing more on their children. I quantitatively demonstrate that certain policies, such as a reduction in pollution levels or income transfers to families, can remediate the negative impact of childhood exposure to pollution on adult outcomes. / Dissertation/Thesis / Doctoral Dissertation Economics 2017

A Thesis submitted in fulfilment of the degree Doctor of Education Faculty of Education and Social Sciences Mowbray Campus Cape Peninsula University of Technology, 2013 / The purpose of this study was to understand the development of preservice teachers’ knowledge for teaching early algebra as a result of an early algebra course and teaching practicum. Preservice teachers enter teacher education with a diversity of school experiences of learning algebra which usually involves a high degree of procedural understanding. This study argues the importance of preservice teachers having the experience and opportunity to develop both conceptual and procedural understanding of the mathematics they will teach. The research was based on a case study, using qualitative methodologies and framed within an interpretive paradigm. It included a group of third year preservice teachers studying for a Bachelor of Education degree in the General Education and Training (GET) band. The early algebra course, known as Maths 2, was designed to develop knowledge for teaching early algebra and to build mathematical proficiency through participation in a professional learning community. The design and content of the course were guided by Ball’s mathematical knowledge for teaching (MKfT) model and the choice of early algebra as functional thinking aligned with the goals of the Revised National Curriculum for Mathematics (RNCS) and the more recent Curriculum Assessment Policy Statement (CAPS) in the mathematics content area: patterns, functions and algebra. The preservice teachers’ development of knowledge for teaching early algebra was identified through their manifestations of knowledge for teaching early algebra. These manifestations were illustrated by preservice teachers’ verbal and written responses from lesson reflections, questionnaires as well as video recordings of selected lessons. Focus group interviews were used to investigate the role of the early algebra course (Maths 2) in developing preservice teachers’ knowledge for teaching early algebra. The findings indicate that preservice teachers developed both common content knowledge (CCK) and specialised content knowledge (SCK) for teaching early algebra. Their responses indicated a growing awareness of the development of their mathematical knowledge for teaching through their own experiences of a richer and connected algebra and through guided support and reflection in the process of learning and teaching.

<p> Reading has been found to not only build student motivation but to increase community involvement in education (Hudson &amp; Williams, 2015). Children who grow into lifelong readers were less likely to be incarcerated, became more successful members of society, and created greater futures for themselves and their families (Obama, 2013). With exposure to early childhood education opportunities, children found a greater propensity to attain foundational reading skills; therefore, positive habits for education lead to thriving outcomes in the future (DeHaan &amp; Leuven, 2016). This study analyzed variations in preschool programs in order to detect curricular, facility, and instructor distinctions (DeHaan &amp; Leuven, 2016). Educators, parents, and community members were predominantly favorable of financing and supporting early childhood education (DeHaan &amp; Leuven, 2016). Globally, early childhood education is continually trying to maintain a more prevalent stature in society (DeHaan &amp; Leuven, 2016). Early childhood education can seemingly take an indirect step backwards in school districts due to to other educational necessities (DeHaan &amp; Leuven, 2016). In this study, the researcher analyzed early childhood education opportunities and the impact on students&rsquo; reading comprehension in third grade.</p><p>

<p> A growing body of research suggests that any serious effort to eliminate the achievement gap in U.S. schools must address the school-readiness gap upon school entry (Sadowski, 2006). As a result, preschool programs remain the focus of public policy interests as a possible solution to address achievement shortfalls (Cannon &amp; Karoly, 2007). The question of whether a child is &ldquo;ready&rdquo; for school is a dynamic one and depends on complex interaction between early experiences and child, family, and community characteristics. The purpose of this study was to examine the circumstances and conditions of school readiness and what it looks like in practice through the lens of the Head Start preschool director. Based on the results of program observation, interview, focus group, and child-outcome assessment data, a case for an ecological approach to school readiness was made. Furthermore, the results identified strengths, weaknesses, and challenges experienced by one Head Start preschool director striving to create a high- quality program for the purpose of getting young learners ready for school. Based on the findings, recommendations are made to make California&rsquo;s early learning system more coherent and effective. </p>

<p> Systems thinking allows learners to look at the world as a series of interconnected parts of a whole. A debate exists in early childhood research literature about whether or not children have the capacity to hold systems thinking conceptions due to the complex thought processing needed for systems thinking. Additionally, many researchers question whether children have enough life experience or cognitive schema to participate fully in systems thinking. However, this study&rsquo;s findings indicate that young children do show signs of more complex understanding in systems thinking than what previous literature suggests a young child has the ability to do. This three part research study was conducted in a universal pre-kindergarten (UPK) classroom in a first-ring suburb of a rust-belt city in the Northeastern United States. The study was grounded in a desire to uncover young children&rsquo;s understanding of systems thinking through everyday classroom activities. Twenty students participated in this qualitative study which utilized read-aloud, water play and the interpretation and creation of graphs through associated structured and semi-structured interviews. Data from student&rsquo;s observations and interviews was transcribed, segmented, coded and analyzed. This student-centered process approach (Gotwals &amp; Alonzo, 2012) allowed for children&rsquo;s ideas to emerge naturally during the research tasks. Data was analyzed according to a three step analysis process using a real-world lens, a systems thinking skills lens, and the development of lower anchors for future learning progressions lens. Across a group of 20 preschool children there was an overarching theme that the ability to think in systems and utilize simple systems thinking tools, such as stock-flow maps, feedback loops and behavior over time graphs, was present. Since children are ready to reason using rudimentary systems thinking, then systems thinking opportunities should be incorporated into their informal and formal learning settings. The knowledge that children have the ability to comprehend basic systems thinking concepts is important to early childhood educators, curriculum developers, teacher preparation programs, professional developers, and standards &amp; policy makers.</p><p>

<p> Research in the area of early childhood has confirmed that children accessing high-quality programs lead to better outcomes in kindergarten as well as later in life (Committee for Economic Development, 2006; Frabutt &amp; Waldron, 2013; Hudson, 2014; Stewart, 2015; Temple &amp; Reynolds, 2007). The factors highlighted in research contributing to these outcomes have included teacher effectiveness and classroom quality (Armor, 2014; Fernandez, 2010; Ryan, Whitebook, Kipnis, &amp; Sakai, 2011). One factor missing from current research and policy is the role of the early childhood leader. The purpose of this basic interpretive qualitative study is to gain insights into how early childhood leaders&rsquo; experiences have shaped their understanding of leadership, focusing specifically on directors from licensed early childhood programs in Northern Virginia. The central research question guiding this inquiry is: What are the experiences of pre-kindergarten leaders in licensed pre-kindergarten programs in Northern Virginia that inform their development as a leader? Three sub questions are also included: What led an individual to become a pre-kindergarten leader? What has influenced the leadership philosophies of pre-kindergarten leaders? What has influenced the current leadership practices utilized by pre-kindergarten leaders? Data from interviews, walkthroughs, and document analyses with seven directors from early childhood centers in Northern Virginia were examined. Through this process, five themes emerged: generational influences, collegial influences, past work experience, environmental influences, and leadership characteristic and behaviors. Three conclusions were built upon these themes to address the research questions. First, participants entered the field of early childhood due to generational influences with their child entering preschool or just by &ldquo;falling into&rdquo; the field. Once in the field, collegial influences encouraged participants to pursue the director position. Participants also rose through the ranks, by beginning as a volunteer or teachers&rsquo; aide, becoming a teacher, and then ultimately becoming a director. Second, a director&rsquo;s philosophies were reinforced through the media as well as professional organizations. Finally, a director&rsquo;s practices were informed through collegial influences, past experiences, and environmental influences.</p><p>

<p> School readiness incorporates children&rsquo;s academic abilities and their ability to self-regulate in the classroom. Prior research shows that sleep is related to children&rsquo;s development of these skills, although the mechanisms through which sleep affects school readiness are not well understood. Research also indicates that economically disadvantaged children and children of color may have poorer academic and regulatory skills at school entry and may sleep less and sleep less well on a regular basis. </p><p> The current study explores the role of sleep quantity and quality in young children&rsquo;s development of two skills critical for school success: self-regulation and academic abilities. This study intentionally focuses on a predominantly African-American, economically disadvantaged population, who may be at risk for greater sleep-related difficulties and lower school-related skills at kindergarten entry. It was hypothesized that a) young children with higher quantity and quality of sleep would show greater development of academic skills and self-regulation across one calendar year, b) the role of sleep in the development of these abilities would be relatively stronger among kindergarteners than among 1^st graders, and c) the role of sleep quality and quantity in young children&rsquo;s development of academic abilities would be partially explained by the relation between sleep and self-regulation. Results provide mixed support for the hypotheses, indicating that sleep quality and quantity relate differentially to different school-related skills among kindergarteners and 1^st graders. This study contributes research to help explain how and why sleep affects young children and may offer insights for caregivers and educators working to help children develop school-related skills.</p><p>

<p> This study positions itself in the field of international/global Early Childhood Care and Education (ECCE). The early years of child development constitute what is often viewed as the most significant developmental period of the entire life-cycle. Studies have pointed to a range of benefits that ECCE programs can provide, leading to a greater interest in the field of ECCE globally. International/global ECCE is predominantly determined by Western derived theories and programs. Some Western derived ECCE programs assert their universal applicability, but there is criticism and opposition to the perceived ethnocentricity of these programs. Such resistance raises fundamental questions about what forms globally orientated ECCE programs should take. </p><p> This exploratory comparative case-study explores the <i>lived-experiences, perceptions</i> and <i>praxes</i> of ECCE educators in Lebanon and Denmark, as well as the <i>habitus</i> from which these arise. These constructs were investigated through the use of a qualitative, comparative, embedded-design case-study. In-depth phenomenological interviews, structured and unstructured observations/participant-observations and document analysis were used to collect data. The data was analyzed thematically utilizing open/axial/selective coding and a priori themes. </p><p> The four participants&rsquo; perceptions converged with regards to the perception that child-educator ratios have implications for ECCE praxis. All the participants held that their approaches to ECCE were child-centered, although their interpretations of what constituted child-centered praxis differed. The participants believed that parents play an important role in ECCE, but the relationship between educator and parent is not always easy. Finally, all the participants felt a deep love for ECCE, and had done so ever since they first came into contact with the field. The Lebanese and Danish cases diverged on their perceptions of ECCE curriculum and whether or not they believed that ECCE praxis is an extension of motherhood.</p><p>