Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2006. / Source: Dissertation Abstracts International, Volume: 67-11, Section: A, page: 4095. Adviser: Lizanne DeStefano. Includes bibliographical references (leaves 260-273) Available on microfilm from Pro Quest Information and Learning.

<p> This causal-comparative research study identified the individual adult education philosophical orientations and teaching style preferences of early childhood education faculty members. It also examined the relationship between the educational philosophies, teaching style preferences, and the following demographics: gender, age, academic rank, years of teaching experience, and terminal degree. In addition, this study examined the relationship between theory and practice based on the Principle of Congruity. The concept of adult education philosophical orientations was identified and measured by Zinn&rsquo;s (2007) Philosophy of Adult Education Inventory (PAEI); the concept of teaching styles was identified and measured by Conti&rsquo;s (1982) Principles of Adult Learning Scale (PALS); and the Principle of Congruity was identified by Katz (1977). The target population included all higher education faculty members teaching in early childhood teacher preparation programs in college and university settings located in the Northern New England states of Maine, Massachusetts, New Hampshire, and Vermont during the 2015 Winter/Spring semester. Purposive sampling was employed and a total of 45 faculty members completed the online survey. The majority (55.6%) of faculty members reported their primary educational philosophy of adult education was progressive, followed by 17.8% identifying with the behavioral orientation. The results also indicated that 62% of the faculty members had an adult educational philosophy that was congruent with their respective teaching style and of the sample (<i>N</i>=45), 57.8% faculty members identified with a learner-centered preference and 42.2% faculty members identified with the teacher-centered approach. Further, the results indicated that 22 (49%) faculty members identified their educational philosophy (progressive, humanistic, and radical/critical) and teaching style preference (learner-centered) were congruent with the Principle of Congruity. Data was analyzed using the Pearson correlation coefficient and ANOVA. Findings suggested there were statistically significant relationships between several of the adult educational philosophies and the overall teaching style; between several philosophical orientations and various factors of the teaching style; as well as between two demographics (age and terminal degree) and various philosophical orientations and teaching style factors. Lastly, the research hypothesis could not be supported and the null hypothesis was retained because no statistically significant relationships were suggested between the progressive and humanistic higher education faculty members and the liberal, behavioral, and radical/critical faculty members in preferences of teaching style.</p>

<p> In the last two decades, research has increasingly demonstrated that public investment in high-quality early care and education, particularly when focused on low-income children, pays off in terms of improved outcomes for young learners in academic achievement and overall well-being (Heckman, 2011). Now, a growing evidence base within the early childhood field also demonstrates that socioeconomic status (SES) diversity in early learning settings improves kindergarten readiness and social-emotional development for all children (Reid, 2012). </p><p> To contribute to the early childhood field&rsquo;s efforts to better understand how parent choice and program leadership foster SES diversity within community early learning programs, this in-depth case study examined two high-quality SES-diverse community early education program sites operating in Baltimore City. Interviews were conducted with program executive-level and site-level leaders, staff, and a purposeful sample of parents of varying income levels. A parent focus group was also conducted. In addition, program-level leadership of early learning community programs in Baltimore City with a Maryland quality rating of two or more stars were surveyed. </p><p> Key findings of this study include, 1) Despite their shared belief in its implicit value, parents across the income continuum aren&rsquo;t explicitly seeking out enrollment in socioeconomically diverse early care and learning programs; 2) Within the two selected socioeconomically diverse program sites, program recruitment and engagement approaches are neither explicit or refined enough to appeal universally to parents across varying economic backgrounds; and 3) Both parents and leaders also may struggle against their own class-based social identities and deeply internalized value systems, including perceived superiority and privilege, in in enacting either the program choice or transformational leadership that drives the development socioeconomically diverse settings. Finally, this study informs leadership actions policymakers may take to promote the development and sustainability of socioeconomically diverse high-quality early learning programs.</p><p>

<p> The purpose of this study is to determine if the use of visual tools such as a printed hand on a stick is an effective strategy in changing or eliminating undesired behavior in the classroom, particularly whole group discussions. The setting was a general education Kindergarten classroom, in a public school, of typical size and makeup. The aim of the project was to co-observe the behavior of how students answer or share information in whole group situations. The sample group consisted of students that had previously displayed difficulty in following the rules of group discussions. The findings of the study are meant to be shared with teachers in the effectiveness of using this type of strategy as a means of changing an undesired behavior in the general education classroom during class discussions. The data was collected by recording lessons at various times of the day, first without using the visual tool and then with using the visual tool. Based on observations in the recordings, data was derived noting how many times a student raised his/her hand with or without acknowledgement. Based on the data, it is safe to conclude that a considerable change in the undesired behavior was not evident. </p><p>

<p> The purpose of this study was to examine the impact of K-12 Positive Behavioral Interventions and Supports (PBIS) implementation in preschool classrooms. PBIS is a multi-tiered social-emotional and behavioral framework developed for the K-12 population and not for young children. Implementation of K-12 PBIS in preschool classrooms creates a contextual mismatch which may negatively affect outcomes such as teacher self-efficacy and student behavior. The Pyramid Model is a framework adapted from K-12 PBIS developed specifically for young children. </p><p> This study used a logic model to examine the relationships among implementation fidelity, teacher sense of efficacy and student behavior. Three research questions asked the degree to which teachers trained in K-12 PBIS implement Pyramid Model key practices and how this relates to teacher self-efficacy and student behavior. A convenience sample of 20 preschool teachers trained in K-12 PBIS participated in this quantitative research. The Statistical Package for the Social Sciences was utilized to run descriptive, correlation and linear regression data analyses on data gathered through The Teaching Pyramid Observation Tool (TPOT), Teacher Sense of Efficacy Scale (TSES) and student behavior tallies. Results indicated that preschool teachers trained in K-12 PBIS implement 63% of Pyramid Model key practices. Implementation fidelity was not found to correlate with teacher self-efficacy, but was found to predict the frequency of inappropriate student behavior that occurs during child-directed activities. Implications of this study suggest that contextual fit matters when choosing an intervention model for young children. It is recommended that districts that implement K-12 PBIS with their K-12 population separately implement the Pyramid Model in their preschool classrooms. Teachers should be trained in the key practices developed to support young students&rsquo; social-emotional and behavioral growth. Future research could compare preschool programs that implement K-12 PBIS with those that implement the Pyramid Model. Direct comparison of teacher and student outcomes within these two contexts could reveal important findings for policy and practice.</p><p>

<p> Student retention, the practice of having a student repeat a grade level of schooling due to low academic performance or delayed behavioral and social development, is a common yet controversial educational practice in the United States. Extensive literature exists on the effects of retention on students&rsquo; academic outcomes, socialization, and self-esteem, but with mixed results. The perceptions of teachers and principals on the practice of retention have also been studied. Even though many school districts have policies stating that decisions on retaining students at the elementary level are made by teachers and parents/guardians, the perceptions of parents/guardians as compared to teachers on the practice of retention has not been thoroughly examined. This mixed methods study collected quantitative and qualitative data on the perceptions of teachers and parents/guardians on student retention through an established survey and through personal interviews. The study revealed that there are significant differences in the perceptions of parents/guardians as compared to teachers on when retention is appropriate for students. There are also differences in what teachers and parents/guardians identify as factors to consider for recommending retention and their long-term concerns for students when considering retention. Revealing these differences and understanding that both parties have an overall concern for the well-being of the student will help to bridge the communication gap between teachers and parents/guardians and guide them toward making collaborative decisions for students. Although this study is a first step toward this understanding and collaboration, there are many factors involved in making decisions on student retention, so these findings will require further research.</p><p>

<p> This research explored the nuances of co-creating and implementing a co-constructed and reconceptualized Kindergarten mathematics curriculum including innovative teaching practices such as number talks, math baskets, and counting collections to examine their impact on a student's mathematical identity, mindset, and content knowledge. The goal of this research was to provide a counter-story on mathematics curriculum in an early elementary classroom setting with a focus on social justice and equity. The project employed qualitative methodologies using a bricolage approach. A critical theoretical framework and related postdiscourses guided my research design, data collection, and analysis. Data sources for this study included a reflective journal kept by myself as a teacher-researcher focused on mathematical curriculum experiences, semi-structured focus group discussions with students, and electronic student artifacts collected over a twelve-week period in the late fall and winter of a school year. Data was analyzed using open and thematic coding. The major themes that emerged were used to create a community autoethnographic narrative via a bricolage of vignettes. The large and overarching theme of social justice and equity permeated the research findings in connection with students establishing a mathematical identity and mathematical mindset. Other themes included: (a) "growing our math brains"; (b) culturally relevant pedagogy (CRP); (c) operating as a community of learners; (d) students taking ownership of their mathematical learning; (e) teacher as ethnographer, facilitator and co-creator of learning; (f) making math meaningful and tangible; (g) play, enjoyment, and fun during math learning; and (h) meeting or exceeding standards with a localized curriculum in lieu of following a standardized curriculum. The vignettes and subsequent analyses are not intended to be a replicable mathematics curriculum for Kindergarten students. Rather, the vignettes are intended to inspire teachers to reconceptualize mathematics curriculums that influence their young students' mathematical identities. It is suggested that a reconceptualized and co-constructed mathematics curriculum will have a lasting influence on the mathematical mindset and identities of young students.</p><p> Keywords: reconceptualized mathematics curriculum; mathematical identity; mathematical mindset; number talks; math baskets; criticalism; social justice and equity; bricolage; community autoethnography; Kindergarten; early childhood education</p><p>

<p> This study outlines essential frameworks of Reggio inspiration based on literature from the Educational Project of Reggio Emilia. The purpose of this study was to determine which Reggio inspired frameworks were valued and applied by teachers and instructional assistants (IAs) in the Early Childhood Center (ECC) at the Progressive Academy of Southeast Asia (PASA). The study also sought to provide feedback for educators in the ECC, now four years into the adoption of Reggio inspired values, as they work towards PASA&rsquo;s 2020 strategic goals of excellence, opportunities, and holistic care. Focus groups, observations, and interviews were conducted with ECC teachers and IAs as a part of a qualitative research design. Transcripts were coded for key words and phrases.&nbsp;Four themes emerged from the study: (1) there are six areas of alignment between participant perceptions of the Reggio inspired frameworks in the ECC at PASA, and their day-to-day practices of that work; (2) concept-based learning is one potential area for growth for the teacher and IA Reggio inspired practice in the ECC; (3) instructional assistants (IAs) experience limitations in their work environment that affect their capacity as Reggio inspired educators; and (4) inclusive education is a potential area for policy reform at PASA. This study highlights areas for further consideration and growth as the ECC works towards the 2020 goals of excellence, opportunities, and holistic care. The study also proposes frameworks that can be used by educators in other settings to examine their Reggio inspired practices. </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>