- About
-
The Global ETD Search service is a free service for researchers
to find electronic theses and dissertations. This service is
provided by the
Networked Digital Library of Theses and Dissertations.
Our metadata is collected from universities around the world. If you manage a university/consortium/country archive and want to be added, details can be found on the NDLTD website.
Search results
Showing 161 to 170 of 4226 (0.053 seconds)| 161 |
The effects of teacher modeling and prompting on the social communication skills of preschoolers with developmental delaysFerguson, Charlotte C. January 2000 (has links)
No description available.
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An investigation of the key factors in a parent involvement kindergarten readiness intervention programBarnett, Sharon K. January 1982 (has links)
No description available.
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| 163 |
Documenting the process of documentation: Making teachers' thinking visibleLim, Seong Mi 16 May 2016 (has links)
No description available.
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| 164 |
The Early Learning Harvest: The Relationship between Teacher Educational Levels and Child OutcomesZippie, Kimberly Justham, Zippie 01 June 2016 (has links)
No description available.
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Classroom Socioeconomic Composition and Teachers’ Teaching Practices: The Moderating Role of Teacher CharacteristicsZimmermann, Kathryn 27 July 2022 (has links)
No description available.
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| 166 |
Playing Around With Number Composition: Games, Stories, and Everyday Problem-Solving in the Preschool ClassroomLange, Alissa A., Mano, H., Lech, S., Nayfield, I. 01 January 2022 (has links)
No description available.
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From Children's Interests to Children's Thinking: Using a Cycle of Inquiry to Plan CurriculumBroderick, Jane Tingle, Hong, Seong Bock 30 June 2020 (has links)
Learn how to connect your curriculum planning to children’s interests and thinking. With this book, educators will discover a systematic way for using documentation to design curriculum that emerges from children’s inquiries, what they wonder, and what they want to understand. Get strategies for designing a classroom environment at the start of the year to facilitate emergent inquiry curriculum. Each chapter guides teachers to document and reflect on their thinking through each of the five phases of a cycle of inquiry process, including observing, interpreting the meaning of the play they see, and developing questions to engage children. / https://dc.etsu.edu/etsu_books/1284/thumbnail.jpg
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Engaging Young Students (Pre-K-3rd) in Virtual Classrooms With STEMMalkus, Amy J., Galloway, K., Geiken, R., Jordan, A., Krekelberg, J., Lange, A., Watson, H. 01 July 2020 (has links)
No description available.
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Examining curiosity in early childhood: implications for early STEM learning and persistencePuttre, Hannah Jesica 27 August 2024 (has links)
In this dissertation, I explore one potential mechanism for bridging early achievement gaps in STEM (science, technology, engineering, and mathematics) for non-white, female, and individuals from lower socioeconomic contexts: the construct of curiosity. Curiosity has implications for children’s motivation and information-seeking, which may be integral in early STEM. Thus, this dissertation subscribes to an existing theoretical framework of curiosity to explore both how it occurs naturalistically (Paper 1) and potentially relates to early learning (Paper 2) and persistence (Paper 3) in STEM. Paper 1 utilizes naturalistic language-level data of parent-child interactions to explore how curiosity occurs spontaneously in early childhood. Paper 2 aims to experimentally elicit curiosity during a shared book reading task with an experimenter to impact children’s science learning outcomes. Finally, Paper 3 explores another method of eliciting curiosity during a behavioral task to examine any relation with early persistence in STEM. I conclude with a discussion of the significance and implications of this work for researchers, caregivers, and educators. / 2026-08-27T00:00:00Z
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A language enrichment program for culturally deprived kindergarten children based on community helpersChervin, Sandra Louise January 1966 (has links)
Thesis (Ed.M.)--Boston University / PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you. / 2999-01-01
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