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Exploring pedagogical relationships within a culture of creativity in a Reggio Emilia-inspired schoolUnknown Date (has links)
The current study explores what characterizes the relationship between the pedagogical
processes within a school culture of creativity in a Reggio Emilia-inspired school in the
Southeastern United States. The questions which frame the study are:
1. How is a culture of creativity fostered within a Reggio Emilia-inspired
school?
2. Within a culture of creativity, what characterizes the relationship between the
pedagogical processes of curriculum and assessment?
The research was designed as ethnography and incorporates multiple data sets which
provide layers of rich and descriptive information that reveal how to foster a culture of
creativity in a school for young children. These data sets were generated by the
researcher and the study participants over 18 weeks of ethnographic fieldwork and
participant observation. These data sets include class group observations, professional development observations, interviews, focus groups, and audio-photo vignettes of the life
of the Reggio Emilia-inspired school which served as the research site for the
ethnography. Through ongoing, iterative, and eclectic processes of qualitative data
analysis, the researcher identified four emergent themes in the combined data generated
during fieldwork. These themes represent the four findings of the study and are presented
in the work in terms of answers to research questions, as well as how they support study
conclusions, implications, and suggestions for future research in early childhood
education. The four thematic findings that emerged in the ethnographic data generated for
this study are: The Protagonists, The Daily Life, Research and Analysis, and Languages
of Expression. / Includes bibliography. / Dissertation (Ph.D.)--Florida Atlantic University, 2013.
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Using a Computer Science-Based Board Game to Develop Preschoolers' MathematicsNivens, Ryan Andrew, Geiken, Rosemary 26 July 2016 (has links)
There is a critical need to teach computer science (CS) in order to assure that our nation remains competitive globally [6]. CS is a new basic skill necessary for economic opportunity [6] but is rarely taught before age 6 and only using electronic devices [1]. This presents a challenge for those concerned with “screen time” inherent in electronic devices [2] and for children in poverty with little access to electronic devices [3]. Coding, creating a series of commands that a computer carries out, is a component of CS and can be introduced as early as preschool age and results in increased logical sequencing [5] (putting action commands in order). Missing from the research is the impact of coding with non-electronic formats on logical sequencing with children younger than age 6. Our study fills this need by using a non-electronic format with 4-year-olds. The purpose is to see if playing Robot Turtles, a board game designed to teach coding, will increase logical sequencing skills. Our hypothesis is that we will see a 10 times greater increase in logical sequencing in the children who play Robot Turtles than those playing Candy Land, a board game with no measurable effect on math skills [4]
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Bringing 2014 DEC Recommended Practices to Life: Seeking Input from the FieldWinton, Pam, Trivette, Carol M. 13 May 2015 (has links)
One of the hallmarks of being a professional field of practice with a united commitment to a competent and accountable workforce is having a set of agreed upon practice standards that guide practitioners and families about the most effective ways to improve learning and enhance outcomes for young children and their families. The 2014 DEC Recommended Practices represent the practice standards for EI/ECSE. DEC seeks your input and involvement with the dissemination and product development plan to ensure that the 2014 DEC Recommended Practices are understood and implemented across the broad field of early childhood, including Head Start, public pre-k, early care and education, and family support. Share your perspective, brainstorm with colleagues, and strengthen dissemination efforts.
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Measurement in the Garden: How to Make Math Fun, Accessible, and Meaningful for Young ChildrenLange, Alissa A., Mano, H. 14 July 2017 (has links)
No description available.
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Exploring a Preschool STEM Professional Development Approach in the Context of the GardenLange, Alissa A. 03 February 2018 (has links)
Participants will explore a research-based approach to STEM professional development for preschool educators using hands-on explorations and rich discussions in the context of the garden.
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DEC Evidence Synthesis GroupZhao, Hongxia, Garrett, Michael, Trivette, Carol M. 04 October 2017 (has links)
No description available.
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Collaborating to Teach Science to K-3rd Grade Students Using the New Tennessee State Science StandardsLange, Alissa A., Robertson, Laura 13 July 2018 (has links)
No description available.
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Great Recipe to Create Engaged Preschoolers: Classroom Climate, Physical Environment, Positive Interaction, and Children’s Self-ControlTrivette, Carol M, Zhao, Hongxia 17 November 2017 (has links)
No description available.
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Changing Preschool Teachers’ Attitudes and Beliefs about STEMLange, Alissa A., Tian, Q. 14 July 2017 (has links)
No description available.
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“Bathing” Infants & Toddlers in Rich Language Experiences to Close the Word GapTrivette, Carol M., Garrett, Michael, Landy, Carol 01 July 2015 (has links)
No description available.
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