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The participation of language minority families in formal school activities /Mulligan, Gail M. January 2005 (has links)
Thesis (Ph. D.)--University of Notre Dame, 2005. / Includes bibliographical references (leaves 404-414).
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Predicting early peer acceptance from toddler peer behaviorReavis, Rachael Dianna. January 1900 (has links) (PDF)
Thesis (M.A.)--University of North Carolina at Greensboro, 2007. / Title from PDF title page screen. Advisor: Susan P. Keane; submitted to the Dept. of Psychology. Includes bibliographical references (p. 32-39).
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A study of the performance of kindergarten and non-kindergarten children on the Clymer-Barrett prereading test /Palbicki, Mary Theresa, Sister, S.S.N.D. January 1969 (has links)
Research paper (M.A.) -- Cardinal Stritch College -- Milwaukee, 1969. / A research paper submitted in partial fulfillment of the requirements for the degree of Master of Arts in Education (Reading Specialist). Includes bibliographical references (p. 46-48).
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An Examination of the Oregon Kindergarten AssessmentWilson, Allison 18 August 2015 (has links)
A surge of interest has emerged across the US in high-quality early childhood education programs that prepare children for success in school and later years. In particular, attention has been focused on the kindergarten year as having important consequences for a child’s acquisition of knowledge and skills that determine later school success. However, children begin kindergarten with a diverse array of skills and experiences, including many who have not been enrolled in any preschool programs outside the home environment. State kindergarten entry assessments can provide baseline information to help teachers target instruction and assist in meeting child learning benchmarks.
In fall of 2013, school districts in Oregon began administering the Oregon Kindergarten Assessment (OKA) to all entering kindergarten students. Administered within the first six weeks of school, the OKA includes measures in early literacy, early math, and approaches to learning. This study explored student performance on the OKA as well as its utility as perceived by Oregon kindergarten teachers. Specifically, the following questions were asked: (1) Are there significant differences in children’s performance on the OKA based on demographic characteristics? (2) What is the performance of children previously receiving Early Childhood Special Education on the OKA? and (3) What is the utility of the OKA, as evaluated by kindergarten teachers? Data collected by the Oregon Department of Education were used, as well as data from kindergarten teacher interviews. Results of the study reinforce what is known about the opportunity gap among young children prior to entering kindergarten, as well as provide insight on how the intended purposes of the OKA are being met. Findings may assist administrators, teachers, parents, and policy makers in understanding current use of the OKA as well as assisting with future steps to modify curriculum, instructional methodology, teacher training, and transition practices.
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Principal-Agent Relations in Oregon Education Policymaking: The Case of Full-Day KindergartenRieke-Smith, Susan 18 August 2015 (has links)
The exercise of federal and/or state power is inherent to policymaking. The principal-agent theory, borrowed from economics, describes the difficulties in motivating one party (agent) to act in the best interests of the other party (principal). The theory provides insights into the roles of self-interested choice, information asymmetry, and sense making in political relationships. The extent to which the state understands the inherent challenges expressed in this dynamic and is responsive to the local school district’s specific circumstances is not well understood and thus presents an opportunity for research. This mixed methods study uses a confirmatory approach to analyze Oregon’s 40-40-20 education reform legislation and the state’s ability to operationalize education reform through the principal-agent framework, focusing on the implementation of full-day kindergarten legislation.
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A holistic approach to teaching literature in kindergartenSines, Deborah 01 January 1987 (has links)
No description available.
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Pivovar v meste – konverzia priemyselného areálu / Brewery in city – conversion of indrustrial areaBalciarová, Jana January 2018 (has links)
The main aim of the work is the conversion of the non-functional industrial site of the former canning factory and re-engagement of unused and unattractive territory into life city cycle - new life - new energy. The conversion consists of restoring a former canning factory building to the city brewery and restoring a former administrative building to a kindergarten. The brewery is complemented by services such as a beer bath, a beer museum, a beer restaurant and a hotel. The aim of the brewery is to revive the tradition of brewing in the region and to restore its industrial and cultural heritage. To connect it with the city not only physically but also socially, while supporting the untapped potential of tourism development. The region has long been struggling with a shortage of nursery schools. The original administrative building from 1902, which is currently almost unused and depreciated, has a favorable location in terms of availability and environment for primary education of children - connection with the park and the football field, which is also closely cooperating with kindergartens. The concept supports and benefits from the urban design of the city's revitalization of the adjacent sports and recreation zone, which is already under way. I see the site conversion as a stage of completing this section of the city.
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Kindergarten Teachers' Developmentally Appropriate Beliefs and Practices and Perceived Problems of Kindergarten TransitionMecham, K. Marie Sorenson 01 May 2007 (has links)
This study examined kindergarten teachers' developmentally appropriate beliefs and practices, and kindergarten teachers' perceived problems of children entering kindergarten. The relationship between kindergarten teachers' beliefs and practices and their perceived problems of children entering kindergarten was studied, as was the relationship between teachers' beliefs and practices and their perception of children's successful kindergarten entry.
Participants included kindergarten teachers from eight Utah school districts. Teachers were surveyed using both the Transition Practices, and the Teacher Beliefs and Practices Survey. From these surveys, data were collected on kindergarten teachers' beliefs and practices, and perceptions of problems children may have upon entering kindergarten.
Findings indicated that kindergarten teachers reported that most often children have problems due to " lack of academic skill s," "difficulty following directions," and difficulty working independent!/' About half of the children were perceived as having a very successful entry into kindergarten. Of teachers who responded, 72% felt that one fifth or more of their current kindergarten class was not ready for kindergarten upon entry.
Overall the kindergarten teachers in this study were considered developmentally appropriate, but teachers' reported developmentally appropriate beliefs were higher than their reported developmentally appropriate practices. The highest reported beliefs consisted of reading daily with children, helping children develop self-esteem, helping children develop social skills, guiding children's behavior in positive ways, and using individualized plans with children who have major behavior problems. The highest reported practices consisted of using music in the classroom, integrating various subjects, allowing children to experiment with writing, using manipulative in the classroom, and not using time-out as a means of discipline.
The findings show a trend in which teachers with higher beliefs reported that'1ack of academic skills' was a problem less often than the teachers with lower reported beliefs. Teachers with higher reported practices reported that a"non-academic preschool experience' was a problem for children more often than teachers with lower reported practices. Findings also indicated a trend in which teachers with higher beliefs reported a smaller percentage of children having a"difficult or very difficul!'entry into kindergarten than did teachers who reported lower developmentally appropriate beliefs. The implications of these findings are discussed.
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Rozárka, Hradec Králové / Rozarka, Hradec KraloveŠandera, Lumír January 2017 (has links)
Design of the territory and revitalization location
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Factors relating to the teacher-child contacts in preschool education.Willis, Edith Blair. January 1948 (has links)
No description available.
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