<p> There were dual purposes of this exploratory, case study. The first purpose was to investigate and describe the teaching strategies of six Head Start teachers within one program in Oregon whose dual language learners had shown gains of at least three levels in receptive and expressive English language development, as determined by their assessment ratings in Teaching Strategies GOLD Assessment System. The second purpose was to identify what, if any, professional development strategies and resources have been beneficial to those teachers in promoting English language development for children who are dual language learners. </p><p> This qualitative study utilized three data collection methods: interviews, observations and review of artifacts. The one-on-one interviews with the purposive sample of teachers occurred during the first phase. The interview questions were designed to learn about teaching strategies utilized by Head Start teachers to promote English language development for children who are dual language learners as well as teachers' relevant professional development resources and opportunities. During the second phase of the study, the <i>Classroom Assessment of Supports for Emergent Bilingual Acquisition</i> (CASEBA) instrument was used to conduct classroom observations in each of the six teachers' classrooms. Furthermore, a review of relevant artifacts was conducted during the observations. </p><p> Seven conclusions emerged from the study. First, home language support in the classrooms contributed to English language development. Second, teachers' use of pictures, gestures and other visual cues promoted children's comprehension of English. Third, culturally responsive curriculum was not necessary for promoting enhanced language outcomes. Fourth, a supportive social/emotional environment in the classroom contributed to progress in expressive language development. Next, singing songs with gestures and high quality teachers' talk in English also contributed to expressive language development. Lastly, professional development, formal and informal, is beneficial and needed for preschool teachers. </p><p> Five recommendations emerged from the study. Policy recommendations are for college teacher preparation programs to require coursework pertaining to dual language learning and for programs to actively recruit bilingual teachers. Practice recommendations are for programs to implement a Planned Language Approach, set up peer mentoring and training opportunities, and for teachers to plan individual and small group read alouds. </p>

Thesis (Ph.D.)--University of Nebraska-Lincoln, 2007. / Title from title screen (site viewed Dec. 5, 2007). PDF text: vi, 206 p. : ill. ; 9 Mb. UMI publication number: AAT 3271925. Includes bibliographical references. Also available in microfilm and microfiche formats.

Thesis (Ph.D.)--Lehigh University, 2009. / Adviser: Edward S. Shapiro.

Thesis (Ph. D.)--University of Texas at Austin, 1999. / Vita. Includes bibliographical references (leaves 170-182). Available also in a digital version from Dissertation Abstracts.

<p> The purpose of this study was to examine the effects of sleep schedule on the learning trajectories, acquisition, and consolidation for preschoolers participating in a training program targeting attention. This study expanded on current literature by examining the effect of training attention skills and focused on sleep in preschoolers using an experimental design. Explorations of how changes in bedtime play a role in training attention in preschoolers were made. </p><p> Sleep is important for daytime functioning and sleep loss has many implications, including risk for poorer academic performance and learning. Early intervention and preventive measures addressing executive functions can help children better manage their behaviors in work and play situations. Studies have shown that attention skills in children can be trained. This study expanded on current literature by assessing the generalization of attention training to other executive function skills, such as inhibition, cognitive flexibility, and working memory. Research has mainly focused on inhibition and working memory, and more recently, attention. To hopefully improve understanding of the attention skills in preschoolers, an additional variable of sleep restriction was evaluated. </p><p> Findings indicated, contrary to initial prediction, that children who were sleep restricted performed better during post-test assessment compared to children who followed their typical bedtime schedules. Sleep restricted preschoolers performed better in all executive function areas that were assessed in this study, which included inhibition, cognitive flexibility, working memory, and attention. Findings revealed that acute sleep restriction in preschoolers increased the effects of attention training. Differences in findings from this study and other studies are addressed.</p>

<p> Many preschool students enter kindergarten without the oral language and phonetic awareness skills necessary for academic success. Qualitative research is also limited about the instructional practices preschool teachers use to improve the literacy skills of their students. The purpose of this study was to explore how teachers used developmentally appropriate instructional practices to improve the literacy skills of preschool students. The conceptual framework was based on the theories of Piaget and Vygotsky in relation to language development. A multiple case study research design was used. Participants included 6 teachers from 3 different preschool programs in an urban school district in the eastern United States. Data were collected from individual interviews with preschool teachers, observations of literacy instruction in classrooms, and related program documents. For the single case analysis, coding and category construction were used to analyze the interview data, and descriptive statistics were used to analyze the observation data. A content analysis was used to analyze the documents. For the cross case analysis, data were examined across all cases for emerging themes and discrepant data. A key finding was that preschool teachers used developmentally appropriate instruction to improve oral language, phonological awareness, and written expression and supported play through learning centers; however, limited teacher&ndash;child interaction was found in relation to quality of feedback and language modeling. This study contributes to positive social change by providing educators with a deeper understanding of the need to improve the literacy skills of young children.</p>

<p> The purpose of this research study was to better understand the learning process related to experiential learning that occurs for early childhood education students in the early childhood education capstone course. Limited research exists on the nature of learning that occurs in the early childhood education capstone experience. A basic interpretive qualitative design was used for this investigation. Seven students enrolled in an early childhood capstone course at a community college were interviewed for the study. Qualitative methods were used to collect data from the students via interviews. Each participant engaged in three interviews, resulting in a total of 21 interviews. Each participant was interviewed by phone and digitally recorded for accuracy. </p><p> An analysis of the data revealed that the nature of learning that occurs during the early childhood capstone course is experiential. The theoretical framework for this study was derived from the research on teacher education, early childhood education, and adult learning. The three concepts that emerged from this study are (a) influence on students' learning, (b) perception of students' learning, and (c) the nature of learning. </p>

<p> This study examined one mother's beliefs about reading, including the roles she assumed in the reading development of her three school-aged children, all of whom had diagnosed learning disabilities. The study focused on Lyn, a lower-middle class, suburban, Caucasian woman. Data collected from Lyn's children and five of Lyn's children's teachers broadened the perspective of Lyn's reading beliefs. </p><p> My role as portraitist in the study allowed me to develop intimate relationships with each of the study actors as I searched for meaning in data I collected over a period of 11 months from Lyn, each of Lyn's children, and five of Lyn's children's teachers. Data collection methods included in-depth interviews and ethnographic observations in multiple ecological environments. Collected artifacts, field notes, and conceptual memos further clarified the meaning of interview and observation data. </p><p> Analysis of data revealed that Lyn's beliefs were shaped by her early reading experiences in school. The reading beliefs Lyn developed as a child persisted into her adulthood and exerted substantial influence on the roles she assumed in her children's reading development. The completed portrait reveals tensions within and among the portrait actors' reading beliefs and reading behaviors. </p><p> Findings from the study demonstrate that a parent's beliefs may be the key that unlocks the door to a more comprehensive understanding of how her children develop as readers in multiple ecological environments.</p>

<p> The purpose of this study was to address two research questions: After parents participated in a brief, language-focused parent-training program: (1) To what extent does the parent-training influence children&rsquo;s vocabulary development and (2) To what extent does the parent-training influence parents&rsquo; role as a language facilitator in regards to their perceptions, strategies and knowledge of language and literacy concepts.</p><p> Pre-and post-parent-training, assessment was conducted and used to measure growth within each participant group. A standardized vocabulary test was administered to the child participants and a parent questionnaire was administered to the parent participants. Data were collected and analyzed using descriptive statistics. The results from this study found that parent-training can increase children&rsquo;s vocabulary and parent&rsquo;s perceptions, knowledge and skills pertaining to their role as their child&rsquo;s language facilitator.</p><p> </p>

Infant-directed singing is a universal phenomenon that has existed and prevailed for centuries. This study explores mothers' perceptions and experiences of singing to their infants and participating in Parent-Child Mother Goose; a community-based parent support program that (among other things) supports the use of infant-directed singing as a means to enhance the mother-infant relationship. A case study approach using both qualitative and quantitative techniques for data collection was used. Five mothers were asked to complete self-administered questionnaires relating to singing to their infants as well as participating in a Parent-Child Mother Goose Program. Each mother participant also completed an interview with the researcher. A cross-case analysis of the data revealed a number of interrelated themes including: 1) experiencing bonding/connection with one's infant. 2) infant-directed singing as a means to regulate infant and maternal emotions and. 3) infant-directed singing as a means to communicate information to one's infant. The mothers also experienced benefits participating in Parent-Child Mother Goose.