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Neoliberalism and Discourses of ‘Quality’ in Early Childhood Care and Education in Aotearoa New Zealand
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43 |
Culturally responsive practice as quality early childhood care and education provision.
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Ritchie, Jenny. - : NZEI Te Riu Roa, New Zealand Educational Institute, 2013
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44 |
Culturally responsive practice as quality early childhood care and education provision.
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Ritchie, Jenny. - : NZEI Te Riu Roa, New Zealand Educational Institute, 2013. : Unitec Institute of Technology, 2013
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45 |
Culturally responsive practice as quality early childhood care and education provision.
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Ritchie, Jenny. - : NZEI Te Riu Roa, New Zealand Educational Institute, 2013
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46 |
The relationship between coaching hours and children's literacy outcomes, teacher practices, and/or changes in the preschool classroom environment
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47 |
Understanding the relations between dimensions of literacy teaching and preschool children's literacy skills
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In: Theses and Dissertations Available from ProQuest (2013)
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48 |
Preschool Language and Phonological Proficiencies in Predicting Stuttering Recovery or Persistence
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In: Open Access Theses (2013)
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49 |
Preschool language and phonological proficiencies in predicting stuttering recovery or persistence
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In: Theses and Dissertations Available from ProQuest (2013)
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50 |
Exploring stability and change in preschool teachers' shared book reading verbal language profiles across one semester
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In: Theses and Dissertations Available from ProQuest (2013)
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51 |
Pre-primary education from the perspective of the capability approach : an empirical investigation into teachers' beliefs and practices
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52 |
A Closer Look at the Head Start Multicultural Principles through Parent and Teacher Surveys
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53 |
The preschool and kindergarten classrooms of children from Latino/a language minority families
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54 |
A Case Study of Pedagogical Practices and Learning Environment in an Ontario Francophone Child Care Centre
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In: Electronic Thesis and Dissertation Repository (2013)
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55 |
The Effectiveness of a Supplemental Pre-Kindergarten Vocabulary Intervention
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Abstract:
Oral vocabulary is a strong predictor of young children's later reading development. Many children enter kindergarten with weak vocabulary knowledge and could benefit from an extra level or higher tier of intentional instruction in vocabulary that supplements the Tier 1 core curriculum in language. Recent findings from research developing a Tier 2 storybook intervention for vocabulary and comprehension with embedded instruction indicated that some children are slower than others making progress because they needed more experience learning to engage fully the embedded instruction contained in the storybooks. The purpose of this study was to explore the effects of adding components to the Tier 2 intervention (designed to provide additional explicit teaching and multiple opportunities to respond to questions, promote children's active engagement, and provide more examples of the ways in which words are used) in promoting children's gains in vocabulary knowledge. A combined repeated acquisition and multiple baseline single-case design (Kennedy, 2005) was used to examine whether the addition of the Tier 2+ vocabulary intervention to the Tier 2 intervention would improve the rate of children's vocabulary growth. Results indicated that two of the three children learned more target vocabulary words when listening to storybooks with the supplemental Tier 2+ intervention compared to weeks in which they listened to storybooks with the Tier 2 intervention only. Implications discussed include the potential for using Tier 2+ storybook intervention in pre-kindergarten classrooms and its efficiency and feasibility for use within a multi-tiered system of support.
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Keyword:
Early childhood education; Special education
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URL: http://dissertations.umi.com/ku:12705 http://hdl.handle.net/1808/15116
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56 |
Directive Language Input to Children Born Preterm and Full Term
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57 |
Chinese Immigrant Parents' Perspectives about Using the Internet to Access Health and Education Related Information for Their Children with Special Needs
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58 |
Relations of Parenting Quality, Interparental Conflict, and Overnights with Mental Health Problems of Children in Divorcing Families with High Legal Conflict
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In: Faculty Publications from Nebraska Center for Research on Children, Youth, Families, and Schools (2013)
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59 |
Mexican-origin Youths’ Trajectories of Depressive Symptoms: The Role of Familism Values
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In: Faculty Publications from Nebraska Center for Research on Children, Youth, Families, and Schools (2013)
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60 |
The development of a model of culturally responsive science and mathematics teaching
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In: Faculty Publications: Department of Teaching, Learning and Teacher Education (2013)
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