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The central concept in this thesis is the Encaenia, particularly the Jerusalem Encaenia of the Martyrium Basilica and the anniversary feast of the same name, but also other, lesser known, inaugurations of churches which occurred in the fourth century. The thesis commences with a review of the recent scholarship on early Christian buildings, the Holy Land, and the Jerusalem Encaenia feast. Chapter two discusses the appearance of "εγκαίυια" in the Septuagint and early Christian literature before considering the first documented occasion of an encaenia feast, the inauguration of the basilica in Tyre. Chapter three is a detailed study of Constantine’s 'New Jerusalem' from the finding of the Cross to the inauguration of the Martyrium basilica in 335. A distinction is drawn between the work of Constantine and the interpretation of Eusebius. The subsequent chapter draws attention to the growth and uniform pattern of imperial involvement in the inauguration of churches under Constantius, paying particular attention to the alleged Encaenia of an Alexandrian basilica by Athanasius without imperial consent. The study of the Jerusalem Encaenia, the anniversary of the Martyrium inauguration, commences in chapter five with an analysis of the feast m the Journal of Egeria and the brief account recorded by Sozomen. Both writers portray the Encaenia as a pilgrim feast. Chapter six examines the liturgical content of the feast reconstructed from the earliest Jerusalem lectionaries and calendar. The theology of the feast is discerned from the biblical texts prescribed for the liturgy. Many of the observations made in previous chapters are drawn together in chapter eight which proposes the Encaenia as a Christian interpretation of the Jewish feast of Tabernacles. The conclusion to the thesis discusses the prominence of the Jerusalem Encaenia in the liturgical calendar, and locates the rite and feast of the Encaenia within the wider context of the dedication of churches in the east and western liturgy. Further avenues of research are outlined regarding the rites and surviving homilies for the dedication of a church.

<p> This qualitative study explores the level of satisfaction of parents regarding early identification/intervention services for children who are deaf or hard of hearing (D/HH). The purpose of this study is to compare the progress of children who are D/HH with their hearing peers on elements used to measure the readiness of students to enter the first grade as measured by teacher and parental perception/satisfaction. This study will include a qualitative exploration of assistive strategies and parental choices regarding early-intervention services, amplification, and modes of communication. Furthermore, it will provide and analyze data concerning teacher and parent perception of the relative success of the various pre-school interventions for children with hearing losses. </p><p> The study employs a qualitative case-study methodology using an in-depth guided-interview format to collect data. Participants include four families of children who are deaf or hard of hearing. Triangulation of data sources is achieved through guided in-depth interviews with parents, document review, verbatim transcripts of all interviews, and personal observations. The findings reveal levels of functioning for children who are D/HH upon entry into the school system through the end of their kindergarten year and levels of parental satisfaction concerning their choices made about early-intervention services prior to their children's entry into the school system.</p>

<p> The purpose of this case study was to investigate and describe Recognition &amp; Response (R &amp; R) practices, a model of early literacy Response to Intervention, utilized by multidisciplinary staff teams in a purposively selected, inclusion-based preschool program in Southern California. Investigated R &amp; R practices included: (a) recognition of student needs through assessment, (b) collaborative problem-solving as a process to plan and evaluate next steps for students, and (c) response through a multi-tiered instructional approach. </p><p> The researcher utilized a qualitative case study design. The single district preschool program selected is comprised of ten inclusion-based classrooms located on two elementary school sites. The four-year old classrooms within this program were purposively selected for this study. The researcher designed an interview protocol, an artifact review form, and a classroom observation tool. </p><p> The findings of the study were synthesized into four overall conclusions. First, informal assessment is critical for providing intentional early literacy experiences to students. Second, informal problem solving between members of a multidisciplinary team is essential in planning an instructional response to support student early literacy needs. Third, a core literacy program that reflects agreed-upon literacy targets through thematic units and a range of learning formats across classroom is key to recognizing student early literacy needs. Fourth, the embedded use of multi-tiered instruction is a means of providing students with access to core literacy curriculum. </p><p> One policy implication is related to the current funding model for public preschool programs. The restrictions can serve as obstacles for implementing the practices described in this study. Three practice implications include the development of leadership and vision for early childhood programs, investment in the professional learning of early childhood education teams, and the allocation of time for teachers and support staff to engage in critical conversations. </p><p> Future studies that may benefit the early childhood profession include a longitudinal study of the program and a study of longevity of staff who serve on multidisciplinary teams. A third recommended area of study is to explore how, if at all, prompts support or hinder student independent use of learned skills in early childhood classrooms.</p>