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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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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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Abstract:
text ; Educational policy increasingly prioritizes early intervention and enrichment for children from historically disadvantaged populations, and this push is relevant to Latino/a children, especially those from language minority families. Beyond increasing the enrollment of such children in early education programs, the highly variable nature of the programs serving them has been a concern. To address this concern, this dissertation provides a picture of the instructional settings of children from Latino/a language minority families. Following a mixed methods strategy, statistical analyses of national data provide an overview of the intensity of reading and math instructional practices in preschool and kindergarten classrooms serving children from Latino/a language minority families, and then qualitative analyses of local data parse out the interactional quality of instruction in primarily Spanish-speaking classrooms as well as the challenges teachers faced in their instructional mission. Findings revealed that, although children from Latino/a language minority families appeared to be advantaged in terms of frequencies of many instructional practices at the national level, they appeared to be at a disadvantage in terms of instructional quality at the local level, possibly reflecting teachers' perceptions that issues of language and literacy, the socioeconomic background of students, and difficulties connecting to parents complicated their instructional abilities ; Sociology
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Keyword:
Early childhood education; Instructional quality; Latino education
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URL: http://hdl.handle.net/2152/21251
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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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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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