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A Phenomenological Approach to the Use of Praise in the Upper Elementary Classroom
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In: Doctoral Dissertations and Projects (2013)
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| 2 |
Developing English and Spanish Literacy in a One-way Spanish Immersion Program
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In: Doctoral Dissertations and Projects (2013)
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| 3 |
The Effects of Collaborative Strategic Reading on Informational Text Comprehension and Metacognitive Awareness of Fifth Grade Students
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In: Doctoral Dissertations and Projects (2013)
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| 4 |
The Impact of Selected Initiatives on the Reading Criterion Referenced Competency Test Scores of African-American and Disadvantaged Students in Grades 3, 5, and 8
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In: Doctoral Dissertations and Projects (2013)
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| 5 |
The Lived Experiences of Native Louisiana French Speakers Entering English-Only Elementary Schools in Lower Bayou Lafourche
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In: Doctoral Dissertations and Projects (2013)
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| 6 |
Standards-Based Assessment and High Stakes Testing: Accuracy of Standards-Based Grading
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In: Doctoral Dissertations and Projects (2012)
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| 7 |
An Investigation of English Learners' Acquisition of Academic Language to Obtain Reading Comprehension Skills
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In: Doctoral Dissertations and Projects (2012)
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| 8 |
Effect of Music Integrated Instruction on First Graders' Reading Fluency
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In: Doctoral Dissertations and Projects (2012)
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| 9 |
Perceptions of Administrators and Teachers Regarding Kindergarten Giftedness
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In: Doctoral Dissertations and Projects (2011)
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Abstract:
This study examined perceptions of administrators and kindergarten teachersregarding kindergarten giftedness. The study looked at whether administrators andteachers believe kindergarten students can be gifted; whether their schools and districtshave policies in place to identify those students; and whether they are required to vary thecurriculum for these students. All elementary-school administrators and kindergartenteachers in North Carolina were invited to participate in the study. The surveyrespondents consisted of 127 administrators and 260 kindergarten teachers. The dataconcluded that although 98% of respondents believe kindergarten students can be gifted,almost 70% of their schools and districts do not currently have a process in place toidentify those students. The results also indicated that the majority of kindergartenteachers and administrators agreed that identification of giftedness in kindergarten is notdetrimental to a student’s future development. Further results showed no relationshipbetween classroom practices of teachers required to alter the curriculum for studentsperceived as gifted and those who were not required to alter it. In addition, the researchidentified the practices of teachers who believe that kindergarten students can be gifted.The resulting implications and recommendations are also included.
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Keyword:
Early Childhood; Education; Elementary; General
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URL: https://digitalcommons.liberty.edu/cgi/viewcontent.cgi?article=1450&context=doctoral
https://digitalcommons.liberty.edu/doctoral/418
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| 10 |
In pursuit of "a good healthy chat": The roles of organization and rapport-building in effective middle school literacy instruction
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In: Doctoral Dissertations (1998)
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| 11 |
Multicultural general music education: An investigation and analysis in Michigan's public elementary schools, K-6.
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| 12 |
Students' perceptions and attitudes toward parent involvement in academic homework and its relationship to academic achievement
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| 13 |
Four walls with a future: Changing educational practices through collaborative action research
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