Thesis, PlanB (M.S.)--University of Wisconsin--Stout, 2005. / Includes bibliographical references.

Thesis (Educat.D.)--Fairleigh Dickinson University, 1978. / Source: Dissertation Abstracts International, Volume: 39-05, Section: A, page: 2736.

Thesis (M.A.)--Rowan University, 2009. / Typescript. Includes bibliographical references.

Thesis (Ph. D.)--Ohio State University, 2007. / Title from first page of PDF file. Includes bibliographical references (p. 270-282).

Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2006. / Source: Dissertation Abstracts International, Volume: 67-07, Section: A, page: 2459. Adviser: Daniel J. Walsh. Includes bibliographical references (leaves 218-227) Available on microfilm from Pro Quest Information and Learning.

Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2006. / Source: Dissertation Abstracts International, Volume: 67-11, Section: A, page: 4089. Adviser: Liora Bresler. Includes bibliographical references (leaves 238-248) Available on microfilm from Pro Quest Information and Learning.

Thesis (M.Ed.)--Regis University, Denver, Colo., 2007. / Title from PDF title page (viewed on June 8, 2007). Includes bibliographical references.

<p> The purpose of this study was to discover the readiness levels for a cohort of students entering kindergarten for the first time and find the factors that influence school readiness by using a valid and reliable readiness assessment tool to impact policy. The readiness levels were the dependent variables in the study. The independent variables were the factors that potentially impact the children&rsquo;s readiness such as: gender, ethnicity, socio-economic levels, and prekindergarten experience. A three-week summer readiness intervention created the opportunity to randomly match the attendees to non-participants to study effectiveness of the program. Quantitative data analysis discovered significant differences in school readiness for children in this sample among groups when comparing the independent variables of gender, prekindergarten attendance, socio-economic levels, and a three-week summer intervention. The readiness differences occurred in almost every domain and for overall readiness. Prekindergarten experience did raise readiness levels. Females in the sample entered schools significantly more skilled than males. Both, the children from paid and reduced text program exhibited higher levels of the essential skills upon entering school than the children receiving free texts. A summer three-week readiness intervention raised readiness skills significantly in overall readiness; Approaches to Learning; Cognitive, General Knowledge; Language Development; Early Literacy; and Social, Emotional domains. One implication from the results was that even a three-week readiness program had an impact; therefore interventions can make a difference in preparing children for school. However, as found in prior research socioeconomic level is highly correlated to school readiness.</p>

<p> The purpose of this dissertation study is to describe, explain, and analyze teachers&rsquo;, supervisors&rsquo;, and educational administrators&rsquo; perspectives, or self-reported opinions, regarding their current practices and policies of Early Childhood Education (ECE) in Saudi Arabia (SA), and the challenges and the benefits of adopting the Reggio Emilia approach (REA) into early childhood institutions in SA. ECE faces many challenges in SA, such as: the traditional role of the teachers, a standard curriculum that is planned in advance, lack of collaboration with families, centralized education management, and the image of the child as passive learner (Metwaly, 2007). With these in mind, I argued that implementing the REA in Saudi kindergartens in a way that suits the social, culture, and religious context may help overcome some of the challenges that are confronting ECE in SA today. </p><p> Three theoretical frameworks guided this study: social constructivist theory, the community of collaboration perspective, and the theoretical foundation of ECE in SA. The social constructivist theory and community of collaboration perspective offered a comprehensive understanding of the RE philosophy and its core principles by explaining how children learn and the critical importance of community collaboration. In addition, examining the theoretical foundations of ECE in SA guided my understanding of current Saudi ECE practices and policies. </p><p> This study used in-depth interviews to explore and analyze ECE teachers&rsquo;, supervisors&rsquo;, and educational provincial administrators&rsquo; perspectives in Riyadh about the potential benefits and challenges of implementing the REA into the Saudi ECE context. Audiotapes and transcriptions from individual interviews with participants were used as data sources, along with documents and analytic memos. Data were analyzed using the constant comparative analysis approach; this can provide opportunities to explore the participants&rsquo; opinions about the likelihood of implementing the REA, what it would take to adopt it if possible, and how it could be modified to fit the social, cultural, and religious context in SA. </p><p>

<p> Grandparents play an important yet varied role in grandchild care-giving, from being the primary caregiver of their grandchildren, to sharing living space and child rearing with their children and grandchildren, to providing informal childcare for grandchildren while their parents/guardians are at work. Grandparents also play a variety of roles in family constellations, including tradition keepers, storytellers, and family gatherers. One unexplored question in the research literature is how grandparents providing care negotiate nature with their grandchildren. Using the theoretical concepts of Funds of Knowledge, <i>nepantla</i>, and Common Worlds anthis study documents and analyzes how grandparents and grandchildren use space, sensory experience and story to negotiate nature experiences. Six groups of grandparents and grandchildren with a history of lifelong nature involvement are co-researchers in this study. The first data collection method was the Mosaic approach, which includes participant observation of care-giving routines, child-led tours of geography important to their care receiving, and child-taken photographs. The second method was walking interviews with grandparents, which were mapped using geographic information systems to produce a spatial transcript. The final method was to create documentation books and a slide show in the style of the Municipal Infant-Toddler Schools of Reggio Emilia that were shared in a large group gathering of all participants. Data analysis was undertaken using a critical constructivist lens, part of a larger crystallization approach. </p><p> Key words: grandparents, nature, grandchildren, children's geographies, geo- narratives, Funds of Knowledge, <i>nepantla</i>, Common Worlds </p><p>