<p> The focus of this comparative study was to examine the connection between attendance in preschool and kindergarten students' literacy success as measured by the Developmental Reading Assessment (DRA2+). Historical data were obtained from the DRA2+ scores of 1,080 kindergarten students in one Missouri school district for the 2010-2011, 2011-2012, 2012-2013 school years. The study was also used to determine the perceptions of kindergarten educators of the impact of preschool on their students. The following overarching question was: What difference exists when comparing the DRA2+ scores of kindergarten students who had a preschool experience and those who did not? Additionally, the perceptions of teachers working with students who had received an early learning experience and students who had not received an early learning experience were gathered. Using a t-test to examine the difference between the mean scores of participating and non-participating students, there was a statistically significant difference in scores of students who participated in preschool and those who did not for 2010-2011; however, there were not statistically significant differences in the sets of data for 2011-2012 and 2012-2013. Educators surveyed in this research perceived that students who had not received an early learning experience seemed to have more difficulty learning the basics of school life; attending for longer periods of time; taking direction; using manipulatives, such as scissors, pencils, and crayons; and getting along with peers.</p>

<p> This study focused on the relationships between educator reading fluency constructs, reading fluency instruction and oral reading fluency assessment. Survey responses from sixty-six elementary educators in rural and urban north Georgia were analyzed to reach an understanding of why educators are likely to equate reading fluency with reading fast (Rasinski, 2009) and focus reading fluency instruction on raising reading rates (Manzo, 2005). The mixed-methods survey analysis informed a grounded theory describing the relationships between factors related to educator misunderstanding.</p><p> The mixed-methods analyses of survey responses indicated educator reading fluency constructs may or may not be related to reading fluency instruction and interpretation of oral reading fluency assessment scores. Similarly, findings suggested that oral reading fluency assessment use may or may not be related to educator reading fluency constructs, reading fluency instruction and interpretation of oral reading fluency assessment scores. Although a single source for educator misunderstanding was not isolated, the significant role of misinterpretation of oral reading fluency assessment scores and misunderstandings about the intended purposes of reading fluency instruction was demonstrated. Evidence suggested the need to clarify the intended use of oral reading fluency assessment scores with educators and administrators to guide appropriate instructional decision-making.</p>

‘Education as democracy’ is based upon a belief that children have the right to equity in their educational experiences. To honour this right, those who implement this educational philosophy use democratic values and practices to democratise the process and content of education. Although advocates cite a number of benefits for both individual children and the school community, there is a lack of empirical research on this topic, especially in the field of early childhood education. / This qualitative study contributes to filling this gap by examining four Australian kindergarten teachers’ beliefs, knowledge, practices, influences, and challenges about implementing this philosophy in their classrooms. Data were collected using semi-structured interviews, direct classroom observations, and document analysis. The participants were considered one cohort, and across-case analysis and triangulation of the three data sources uncovered common themes and patterns in the data. Findings suggest that there are both similarities and variations among the participants’ beliefs, knowledge, and practices, as well as among the influences and challenges they have experienced. Identified similarities include the participants’ levels of motivation, categories of teacher practice, types of influencing factors, and the presence of challenges. Conversely, the participants showed variation regarding their beliefs and knowledge, the use of some specific classroom practices, and selected influences and challenges. / This study makes a significant contribution to the current knowledge base due to its clarification of how this democratic educational philosophy can be practically implemented in early childhood classrooms, and its implications for early childhood practice and policy. Regarding the initial training of early childhood teachers, the findings suggest that professional benefits may occur if training programs explicitly introduced this philosophy to trainees. Additionally, the findings imply that early childhood policies that enhance supporting conditions and lessen challenges experienced by teachers implementing ‘education as democracy’ can have positive benefits for all teachers.

Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2006. / Source: Dissertation Abstracts International, Volume: 68-02, Section: A, page: 0521. Adviser: Michaelene M. Ostrosky. Includes bibliographical references (leaves 83-95) Available on microfilm from Pro Quest Information and Learning.

Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2006. / Source: Dissertation Abstracts International, Volume: 68-02, Section: A, page: 0525. Adviser: Michaelene M. Ostrosky. Includes bibliographical references (leaves 118-132) Available on microfilm from Pro Quest Information and Learning.

Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2006. / Source: Dissertation Abstracts International, Volume: 68-02, Section: A, page: 0536. Adviser: Daniel J. Walsh. Includes bibliographical references (leaves 132-143) Available on microfilm from Pro Quest Information and Learning.

Thesis (Ph.D.)--Indiana University, Dept. of Curriculum and Instruction, 2007. / Source: Dissertation Abstracts International, Volume: 68-09, Section: A, page: 3708. Adviser: Lynne Boyle-Baise. Title from dissertation home page (viewed May 5, 2008).

Thesis (M.Ed.)--University of Waikato, 2007. / Includes bibliographical references (leaves 137-152) Also available via the World Wide Web.

Thesis (Ph. D.)--University of Texas at Austin, 2008. / Vita. Includes bibliographical references.

Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2007. / Source: Dissertation Abstracts International, Volume: 68-11, Section: A, page: 4597. Adviser: Karla J. Moller. Includes bibliographical references (leaves 282-298) Available on microfilm from Pro Quest Information and Learning.