<p> Due to demographic shifts suburban schools are having difficulty meeting the needs of students of immigrant, poor and working class families. Schools are forced with the difficult task of closing learning gaps with students who may have difficult circumstances. Literature indicates fostering a healthy home / school connection by conducting educational home visits may support schools ability to embrace the cultural wealth and social capital of students and their families. In a suburban elementary school, six elementary school teachers and the assistant principal formed a research team to explore the relationship between home visits and teachers' practice. </p><p> The study focused on an overarching question: What is the relationship between home visits and teacher practice? The sub questions were: (1) What changes occur in teachers' thinking about students' contexts following home visits? (2) What changes occur in teacher practice following home visits? (3) How do teachers think these changes influences student learning? </p><p> The action research study consisted of three distinct phases of work cycles. The phases were, Phase I, Initiation, Phase II, Duration and Phase III, Conclusion. The team investigated how home visits influence teachers' practice and their perception of students' learning. The team collected data through conducting home visits, group meetings, peer classroom observations, triad discussions and maintained journal notes, audio tapes, and electronic notifications. The findings were teachers' improved practice, teachers' professionalism and professional growth. These themes emerged from the home visits, classroom applications experiences and group meetings of the action research project. </p><p> <b>Keywords:</b> cultural wealth, action research, home visits, teacher practice, professional development, students' home contexts</p>

<p> The purpose of this case study was to explore the effects of a literature-based social-emotional learning curriculum on kindergarten students' social-emotional behaviors, awareness, and early reading skills in a large elementary school. The study examined beliefs/perceptions of kindergarten teachers in regards to what reading skills students possess, the progress students make during a semester, how social-emotional skills affect the classroom environment and whether a literature-based social-emotional learning curriculum has a general impact. Two experimental and two control teachers participated in the study. There were fifty-three (N = 53) students who participated in the study. Forty (N = 40) students were assessed due to time constraints; twenty (N = 20) in the experimental group, twenty (N = 20) in the control group. Students were assessed using the <i>Assessment of Children's Emotion Skills</i> test, (Schultz, Izard, &amp; Bear, 2004) to measure social awareness and emotional accuracy skills and the <i>Dynamic Indicators of Basic Early Literacy Skills</i> (DIBELS) Next Assessment (Dynamic Measurement Group, 2011) to measure first sound and letter naming fluency both before and after implementation of Strong Start, the literature-based social skills curriculum. Qualitative data collected included teacher interviews, teacher reflective journals, fidelity check observations, communication logs, and researcher field notes. </p><p> Results showed that while there was a change in scores on the ACES and <i> DIBELS Next</i> assessments from pretest to posttest for all groups and from experimental to control group, scores were not comparatively statistically different. The change in scores could not be attributed to the social-emotional learning curriculum. Gender, ethnicity, socioeconomic status, nor group had any effect on the scores for the ACES. However, white children did better than "other" students on the letter naming fluency <i>DIBELS Next</i> subtest. Experimental group students did not lose ground in reading, improved their problem-solving skills and enriched their social-emotional vocabulary. The data revealed classroom schedules filled with primarily teacher driven activities, core academics, and structure. Teachers changed their own behaviors by focusing on students' social-emotional skills and behaviors, teaching social-emotional skills formally and explicitly, and by modeling social-emotional skills.</p>

<p> The following is a doctoral dissertation that studied administrators', teachers', and parents' perceptions and attitudes related to an early childhood center/preschool accreditation experience. A qualitative case study of one preschool center focused on the influence that the decision to pursue accreditation and implement the National Association for the Education of Young Children (NAEYC) self-study process had on administrators, teachers, and parents. Interviews with administrators, teachers, and parents explored (a) issues that motivated the pursuit of NAEYC accreditation; (b) the NAEYC guidelines and their experience of the self-study and quality-improvement process; and (c) their perception of outcomes following accreditation. Current NAEYC guidelines are based on key child development theories and research, and require programs to integrate Developmentally Appropriate Practices (DAP) in school curricula and staff training. It was necessary to explore how these NAEYC recommendations regarding DAP were interpreted during the quality-improvement and accreditation process. Key themes and issues around the accreditation experience were revealed through analyses of qualitative data. This case study of NAEYC accreditation illuminated factors in the decision to pursue accreditation and implement quality improvements leading to NAEYC accreditation. This case may serve as a model of a successful accreditation process to encourage early childhood centers to undertake quality improvements and pursue national NAEYC accreditation.</p>

<p> In the last two decades, research has increasingly demonstrated that public investment in high-quality early care and education, particularly when focused on low-income children, pays off in terms of improved outcomes for young learners in academic achievement and overall well-being (Heckman, 2011). Now, a growing evidence base within the early childhood field also demonstrates that socioeconomic status (SES) diversity in early learning settings improves kindergarten readiness and social-emotional development for all children (Reid, 2012). </p><p> To contribute to the early childhood field&rsquo;s efforts to better understand how parent choice and program leadership foster SES diversity within community early learning programs, this in-depth case study examined two high-quality SES-diverse community early education program sites operating in Baltimore City. Interviews were conducted with program executive-level and site-level leaders, staff, and a purposeful sample of parents of varying income levels. A parent focus group was also conducted. In addition, program-level leadership of early learning community programs in Baltimore City with a Maryland quality rating of two or more stars were surveyed. </p><p> Key findings of this study include, 1) Despite their shared belief in its implicit value, parents across the income continuum aren&rsquo;t explicitly seeking out enrollment in socioeconomically diverse early care and learning programs; 2) Within the two selected socioeconomically diverse program sites, program recruitment and engagement approaches are neither explicit or refined enough to appeal universally to parents across varying economic backgrounds; and 3) Both parents and leaders also may struggle against their own class-based social identities and deeply internalized value systems, including perceived superiority and privilege, in in enacting either the program choice or transformational leadership that drives the development socioeconomically diverse settings. Finally, this study informs leadership actions policymakers may take to promote the development and sustainability of socioeconomically diverse high-quality early learning programs.</p><p>

<p> While high levels of skills in education and achievement are critical for a student&rsquo;s social and economic success, schools have yet to live up to their educational responsibilities to children of color and children living in poverty. Nationwide, the achievement gap affects students of color, particularly low-income Latino students. Gay argued that contributing to educational deficits are teachers who do not understand the importance of knowing their students&rsquo; cultural backgrounds. This qualitative dissertation utilized the conceptual frameworks of culturally responsive pedagogy and sociocultural interactions to understand Latina Head Start preschool teachers&rsquo; perspectives in the classroom when implementing culturally responsive pedagogy embedded within sociocultural interactions in classrooms. </p><p> The major findings in this study documented that the Latina Head Start preschool teacher participants were sensitive to the unique needs of Latinao dual language learners from low-income families. The teacher participants overwhelmingly reported that providing emotional support, <i>cari&ntilde;o </i> (affection), and empathy to all of the children throughout classroom interactions was vital for student learning. They regularly used the children&rsquo;s home language, Spanish, and supported children&rsquo;s development in both languages. The Latina Head Start preschool teacher participants expressed a sense of commitment and responsibility to ensure each Latino child is successful. The Latina Head Start preschool teacher participants shared a natural ability to teach with <i>cari&ntilde;o</i> while utilizing culturally responsive pedagogy with interwoven sociocultural interactions as they worked with their Latina/o students.</p><p>

<p> This study outlines essential frameworks of Reggio inspiration based on literature from the Educational Project of Reggio Emilia. The purpose of this study was to determine which Reggio inspired frameworks were valued and applied by teachers and instructional assistants (IAs) in the Early Childhood Center (ECC) at the Progressive Academy of Southeast Asia (PASA). The study also sought to provide feedback for educators in the ECC, now four years into the adoption of Reggio inspired values, as they work towards PASA&rsquo;s 2020 strategic goals of excellence, opportunities, and holistic care. Focus groups, observations, and interviews were conducted with ECC teachers and IAs as a part of a qualitative research design. Transcripts were coded for key words and phrases.&nbsp;Four themes emerged from the study: (1) there are six areas of alignment between participant perceptions of the Reggio inspired frameworks in the ECC at PASA, and their day-to-day practices of that work; (2) concept-based learning is one potential area for growth for the teacher and IA Reggio inspired practice in the ECC; (3) instructional assistants (IAs) experience limitations in their work environment that affect their capacity as Reggio inspired educators; and (4) inclusive education is a potential area for policy reform at PASA. This study highlights areas for further consideration and growth as the ECC works towards the 2020 goals of excellence, opportunities, and holistic care. The study also proposes frameworks that can be used by educators in other settings to examine their Reggio inspired practices. </p><p>

<p> Research in the area of early childhood has confirmed that children accessing high-quality programs lead to better outcomes in kindergarten as well as later in life (Committee for Economic Development, 2006; Frabutt &amp; Waldron, 2013; Hudson, 2014; Stewart, 2015; Temple &amp; Reynolds, 2007). The factors highlighted in research contributing to these outcomes have included teacher effectiveness and classroom quality (Armor, 2014; Fernandez, 2010; Ryan, Whitebook, Kipnis, &amp; Sakai, 2011). One factor missing from current research and policy is the role of the early childhood leader. The purpose of this basic interpretive qualitative study is to gain insights into how early childhood leaders&rsquo; experiences have shaped their understanding of leadership, focusing specifically on directors from licensed early childhood programs in Northern Virginia. The central research question guiding this inquiry is: What are the experiences of pre-kindergarten leaders in licensed pre-kindergarten programs in Northern Virginia that inform their development as a leader? Three sub questions are also included: What led an individual to become a pre-kindergarten leader? What has influenced the leadership philosophies of pre-kindergarten leaders? What has influenced the current leadership practices utilized by pre-kindergarten leaders? Data from interviews, walkthroughs, and document analyses with seven directors from early childhood centers in Northern Virginia were examined. Through this process, five themes emerged: generational influences, collegial influences, past work experience, environmental influences, and leadership characteristic and behaviors. Three conclusions were built upon these themes to address the research questions. First, participants entered the field of early childhood due to generational influences with their child entering preschool or just by &ldquo;falling into&rdquo; the field. Once in the field, collegial influences encouraged participants to pursue the director position. Participants also rose through the ranks, by beginning as a volunteer or teachers&rsquo; aide, becoming a teacher, and then ultimately becoming a director. Second, a director&rsquo;s philosophies were reinforced through the media as well as professional organizations. Finally, a director&rsquo;s practices were informed through collegial influences, past experiences, and environmental influences.</p><p>

<p>Educational leadership appropriates significant amounts of money for technology in school budgets. Teachers must decide how to use technology to maximize student learning and make the most efficient use of instructional minutes. The purpose of this quantitative correlational study was to determine if a relationship existed between the amount of time students spent in a computer-assisted reading instruction program and the increase in reading skills as measured by an assessment of oral reading fluency. A Pearson Correlation analysis was used to determine the relationship between the amount of time 87 first-grade students spent in a computer-assisted reading instruction program and the increase in oral reading fluency test scores measured by the Dynamic Indicators of Basic Early Literacy Skills test (DIBELS). Numerical information for this study consisted of archived data from the 2010&ndash;2011 school year generated from the computer data bases of DIBELS and the Ticket to Read program. The Pearson Correlation analysis indicated a weak positive relationship between the variables. However, the weak coefficient of determination indicated that the correlation did not have any practical significance. This indication may imply that teachers should not allocate instructional minutes to computer-assisted instruction for the purpose of increasing oral reading fluency. Educational leaders may want to consider other technological interventions that may produce learning opportunities for young students to develop technological awareness and increase oral reading fluency at a reduced cost. Ninety-seven percent of the variance was unaccounted for indicating a need for further research with additional variables. </p>

本研究旨在探討幼托機構園(所)長領導取向知覺及其相關因素。本研究採問卷調查法進行資料蒐集，問卷調查對象以國內北中南東四區的公私立幼稚園、托兒所共計3242位園(所)長為母群體，採分層隨機抽樣的方式進行抽樣，共發出653份問卷，回收328份有效問卷(回收率50%)。研究工具乃參考Bolman&Deal(1991)所編製的「領導取向量表」(Leadership Orientation Scale)以及鄭燕祥(1994)的「校長領導五度向量表」，經題意修正及預試的過程後所發展成適用於國內的「幼托機構園(所)長領導取向量表」。問卷回收後以SPSS10.0套裝軟體進行資料分析。資料分析方法主要採描述性統計、信度分析、因素分析、t考驗、單因子變異數分析、薛費及LSD多重比較法作維資料處理的方法。本研究之主要發現如下： 一、幼托機構園(所)長知覺自身的領導取向包含「教育與人際領導」、「結構領導」與「政治領導」。 二、幼托機構園(所)長知覺領導取向整體表現良好，其中以「教育與人際領導」最高，其次是「結構領導」，而以「政治領導」表現最低。 三、在不同背景變項中，「年齡」、「擔任主管年資」、「園所性質」、「園所規模」對於幼托機構園(所)長領導取向有顯著差異；「性別」、「擔任教師年資」、「園所所處地區」、「園所成立時間」對於幼托機構園(所)長知覺領導取向則無顯著差異。 最後依據本研究結果分析與結論，對於幼托機構園(所)長、幼教師資培育機構、幼教行政機關與後續研究者提出具體建議以茲參考。 關鍵字：幼稚園、園所長、幼教領導、領導取向