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This thesis investigated the effectiveness of 3 intervention programs on the acquisition of English phonological awareness by 58 typically-developing Mandarin-speaking kindergarteners learning English as a foreign language. The programs consisted of perceptual-based, production-based, and phonemic awareness activities. The perceptual-based or production-based intervention was conducted in Phase I, followed by the phonemic awareness activities in Phase II. Children's phonological awareness skills in both Mandarin and English were assessed before and after each Phase. Results indicated that in Phase I, there was no significant difference of phonological awareness skills after the intervention for the groups who received either the perceptual- or the production-based intervention when compared to the control groups. In Phase II, there was a significant difference in overall English and Mandarin phonological awareness test scores for the groups who received phonemic awareness instruction when compared to the control group. Moreover, those children given the perceptual-based or the production-based intervention previously along with phonemic awareness instruction in Phase II did not show an advantage over those who received only phonemic awareness instruction in Phase II. Even though phonemic awareness intervention was carried out with English materials, children's performance in phonological awareness in both Mandarin and English improved. The findings suggest that implementing phonemic awareness activities in English-learning classrooms and in clinical settings where clients have limited English experiences could enhance children's phonological awareness skills in both English and their native language. / Cette thèse évalue l'efficacité de 3 programmes d'intervention visant l'acquisition de la conscience phonologique (CP) de l'anglais par 58 enfants parlant mandarin de maternelle ayant un développement normal et apprenant l'anglais comme langue étrangère. Une intervention au niveau de la perception ou de la production avait lieu lors de la phase I, qui était suivie par des activités de CP lors de la phase II. Les habiletés des enfants au niveau de la CP du mandarin et de l'anglais étaient évaluées avant et après chacune des phases. Les résultats indiquent que suite à la phase I, il n'y avait pas de différence significative au niveau de la CP entre les groupes ayant reçus les interventions au niveau de la perception ou de la production et les groupes contrôles. Suite à la phase II, il y avait une différence significative dans les résultats au niveau de la CP de l'anglais et du mandarin entre les groupes ayant reçus une intervention au niveau de la CP et le groupe contrôle. De plus, les enfants ayant reçu aussi une intervention au niveau de la perception ou de la production, en plus de celle portant sur la CP lors de la phase II, n'ont pas montré un avantage par rapport aux enfants ayant reçus seulement l'intervention portant sur la CP. Malgré le fait que les interventions utilisaient du matériel en anglais, les performances au niveau de la CP de l'anglais et du mandarin se sont améliorées. Ces résultats suggèrent que l'utilisation d'activités de CP dans les classes d'apprentissage de l'anglais et dans le milieu clinique lorsque les clients ont une expérience limité avec l'anglais peut améliorer les habiletés de CP des enfants en anglais de même que dans leur langue maternelle.

This thesis examines the legal and ethical obligations of Quebec private daycare owners and directors, towards protecting the rights and safety of children in their care and the staff members who work with these children. Qualitative methodologies included forty-two questionnaires completed by educators and seven interviews conducted with the participating daycares' leaders. Interviews were thematically analyzed and confidentiality to participants was observed. Results disclosed that children and teachers' rights were violated and their safety compromised due to over-registered classrooms and abuse while in care. Educators, owners, and directors were found to have low levels of knowledge of children's rights to protection and provision; teachers' rights to fair treatment and due process; and daycare workers' obligations to report abuse in private daycares. The study concludes that teachers, owners, and directors need to be better informed of children and teachers' rights and ethically motivated, to successfully ensure the safety and wellbeing of children in their care. / La présente thèse étudie les obligations légales et éthiques des propriétaires et directeurs de garderies privées au Québec quant à la sécurité et la protection des droits des enfants et des employés. La méthodologie qualitative comprend quarante deux questionnaires remplis par les éducatrices et sept entrevues de dirigeants de garderies. Les entrevues, analysées thématiquement, assurent la confidentialité des participants. Les résultats montrent que les droits des enfants et des éducatrices ont été violés et leur sécurité compromise du fait de classes en sureffectif et d'abus à l'égard d'enfants. Les éducatrices, propriétaires et directeurs ont montré une faible connaissance en droit des enfants à la protection et au service; du droit des éducatrices à un traitement équitable et à l'application régulière des règles; et des obligations des employés à rapporter tout abus. L'étude conclut que les éducatrices, propriétaires et directeurs doivent être mieux informés sur le droit des enfants et des éducatrices et être éthiquement motivés pour assurer la sécurité et le bienêtre des enfants sous leur responsabilité.

This research consisted of two studies. The purpose of the first study was to examine the presence and quality of fidelity of implementation as reported in recent early reading intervention research. A comprehensive search of kindergarten through third-grade reading interventions published between the years 2005 and 2011 was conducted. Articles that met the inclusion search criteria were analyzed according to fidelity dimensions. Findings from the first study indicated an increase in fidelity reporting from 2001 to 2005. Few articles, however, analyzed the relationship between fidelity of implementation and student outcomes. While there has been an increase of early reading intervention studies reporting fidelity, there is a lack of studies reporting fidelity in relation to student outcomes. Many studies are reporting multiple dimensions of fidelity, but few studies assess the program differentiation dimension. The second study was an exploratory study focused on the fidelity dimension of program differentiation as applied to two early reading interventions from an experimental study. A fidelity observation instrument was created using evidence-based reading practices. The fidelity observation instrument was then used to evaluate instructional practices, teacher responsiveness, and student engagement of an experimental and comparison reading intervention at three time points to examine program differentiation. Latent constructs were created using exploratory factor analysis and were then used to compute an effect size called the achieved relative strength index, which is the difference between two experimental conditions. Findings from the exploratory factor analysis in the second study indicated items loaded onto three latent constructs: (a) instructional practices, (b) teacher responsiveness, and (c) student engagement. The instructional practice achieved relative strength index effect size was large for the experimental group. The achieved relative strength index effect size for both teacher responsiveness and student engagement was small, indicating little difference between the two conditions. The second study in this research endeavor addressed that gap by applying the achieved relative strength index effect size to an early reading intervention study and demonstrating one way to capture program differentiation. Finally, implications for future research were addressed as part of the study.

[Abstract]This doctoral research explored Australian mothers’ unique, engaging, and predominantly enjoyable transitions to early motherhood. Their expectations, beliefs, and experiences were investigated using narrative and thematic analyses underpinned by a feminist, poststructural methodology. The 10 participants in this study were white, middle-class, heterosexual, partnered, and able-bodied women living in south-east Queensland and expecting their first child. In-depth ante- and postnatal interviews were conducted at the 2nd trimester of pregnancy and 8 months post-birth respectively. These women experienced the early motherhood journey as an unsettled period which necessitated the utilisation of four, often contradictory, maternal identities. The four identities, or voices, were Ideal Mother; Challenged, Practical Self; Extended, Spiritual Self; and Independent Self. This research has shown that becoming a mother for contemporary Australian women is simultaneously joyful, thrilling, confronting, depressing, constraining, and empowering. Thus, the transition to motherhood was a complex and chaotic experience which confronted their sense of self. Moreover, it is clear that young women are often under prepared for the paradoxes and intensity of their journeys. My thesis is that for these contemporary Australian women, becoming a mother necessitated drawing on four dominant, often contradictory voices or identities resulting in a complex transitional experience of individual and personal negotiation and integration. The complexity of this life-transition defies simple explanation and solution. Regardless, the findings suggest that all the stories of mothering need to be told to make them equally real, valid, valuable, and normal. Thus can we find and develop new and useful models of modern motherhood to enable policy makers and health practitioners to provide more informed, particular, and empathetic support for new Australian mothers, as well as strengthen future mothers for and feel positive about their mothering careers.

Research paper (M.A.) -- Cardinal Stritch College -- Milwaukee, 1980. / 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.45-48).