Call number: LD2668 .T4 1979 E44 / Master of Arts

Typescript (photocopy). / Digitized by Kansas Correctional Industries

Thesis (M.Ed.)--Regis University, Denver, Colo., 2006. / Title from PDF title page (viewed on Aug. 29, 2006). Includes bibliographical references.

This study aimed at developing a Lebanese preschool instrument, a Lebanese preschool readiness test that can reliably, accurately, and rapidly identify children who are ready for preschool. Collecting norms and establishing the psychometric properties of the instrument was another major function of this study. To fulfil these functions a thorough review of the literature on preschool screening, preschool instruments, preschool child, and early childhood education was presented. In addition, interviews were conducted with a representative sample of preschool teachers and coordinators in Lebanon, and a clear definition of abilities that need to be assessed before admission was reached. Based on this needs assessment, test specifications were laid down, items were constructed, materials prepared, and directions for administration and scoring were written. The initial version of the test was piloted on a sample of 50 Lebanese children of both sexes aged 2.6 to 5.0. Based on the results of the pilot survey, test items were analyzed, and subsequently some items were revised. The final version of the test appeared with 122 items divided into four major scales: Motor, Memory, Concept, and Language. The test was then normed on a sample of 250 Lebanese children aged 2.6 - 5.0 enrolled (or applying) to large institutions repre~entative of preschool population in Beirut and reflecting three socioeconomic levels (i.e. high, middle, and low). Norms were reported in the form of standardized scores and percentiles. T. and F. tests revealed that the subjects' means significantly varied by age, but that no significant sex differences were noted on the major scales (M, Me, L, & C), but that significant socio-economic differences were noted on the Language scale. The reliability of the instrument was assessed by computing its alpha coefficient, and the obtained r (0.90) spoke well for the internal stability of the LPRT. Finally, the criterion validity of the LPRT was established by correlating subjects' scores with end of the year teacher ratings, and with their score on another preschool screening instrument, the DIAL R. In addition, and concurrent with the development of the test, other validity questions (content, construct) were also answered.

Originally presented as the author's thesis (doctoral)--Justus-Liebig Universität Giessen, 2005. / Includes bibliographical references (p. 301-323).

This paper presents a pedagogical inquiry on the impending need for teachers of underserved students to be conscious of their own cultural identity and language ideologies. The paper also inquires on the possible effect such realization has on teachers’ practices, specifically on their usage of humanizing pedagogy in their classrooms. From a Freirean standpoint three bilingual, Latina teachers were invited to enter into a dialogue in order to identify each other’s cultural identity, language ideologies and to make evident how this may have an impact or how it influences their teaching practices. Using data from interviews and other informal interactions the article examines and argues the need for teachers to enter in this type of reflective and conscientious dialogue in order to learn from each other ways to include and increase humanizing practices in their classrooms. Several themes that surface in this inquiry are 1) the importance of teachers becoming aware of their own cultural identity and language ideologies, 2) the need for formal opportunities in which teachers explore these matters in order to build a community that causes change in the educational system, and 3) the presence, if any, of humanizing practices in these teachers’ classrooms and how they can influence each other to improve the opportunities they provide for their students to succeed. / text

Thesis (Ed.D.)--University of Toronto, 2005. / Includes bibliographical references (p. 265-287)

Thesis (Ph. D.)--University of Wyoming, 2006. / Title from PDF title page (viewed on April 11, 2008). Includes bibliographical references (p. 241-271).

Thesis (Ed. D.)--University of Toronto, 2005.

Thesis (Ed. D.)--University of Toronto, 2006. / Source: Dissertation Abstracts International, Volume: 67-06, Section: A, page: 2118. Includes bibliographical references (leaves 162-171).