Browsing by Subject "early childhood"
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Item An Evaluation of Early Reading First on Emergent Literacy Skills: Preschool through Middle of First Grade(2010-10-12) Tani-Prado, SophiaEarly Reading First is a federal initiative that seeks to buffer against the detrimental effects of poverty on children?s academic outcomes by incorporating all of the elements supported by scientifically-based reading research to address the present and future reading gaps of high-risk preschool children. The tenets of ERF are teacher professional development, high quality language and print-rich environments, the teaching of emergent instruction of emergent literacy skills based on scientifically based reading research (SBRR) and the early identification of reading problems through the informed use of appropriate assessment measures. The present study was designed to assess the effectiveness of ERF enriched preschool classrooms located in a small city in a Southwestern state on both short- and mid-term early literacy outcomes of high risk preschoolers in a treatment condition and a comparison group. A total of 239 children participated in the study; 110 children in the ERF treatment group and 129 children in the "practice as usual" contrast group. The longitudinal effect of the ERF intervention on participating students (from pre-kindergarten through the middle of first grade) was investigated via multilevel modeling. Four multilevel models were developed for two subtests of the Tejas Lee (Francis, Carlson, and Cardenas-Hagan, 2006): Spanish alphabet knowledge (i.e, identificaci?n de las letras) and Spanish story comprehension (i.e., comprensi?n auditiva); and two subtests of the Texas Primary Reading Inventory (TPRI; Center for Academic and Reading Skills, 2004): English Alphabet Knowledge and English Story Comprehension. Results of the present study support the findings reported by similar prior studies, indicating that while ERF effectively increases students' alphabet knowledge, greater effort is necessary toward programming for increasing student outcomes on story comprehension.Item Development and validation of the AHEMD-SR (Affordances in the Home Environment for Motor Development-Self Report)(Texas A&M University, 2005-08-29) Lopes Brandao Areosa Rodrigues, Luis PauloA contemporary view of early childhood motor development considers environmental influences as critical factors in optimal growth and behavior, with the home being the primary agent. However, minimal research exists examining the relationship between motor development and the home. The present dissertation addresses this gap with the goal of creating an innovative parental self-report instrument for assessing the quality and quantity of factors (affordances and events) in the home that are conducive to enhancing motor development in children ages 18-to-42 months. In Study 1, following initial face validity determination, expert opinion feedback and selective pilot-testing, construct validity was examined using 381 Portuguese families. Factor analysis techniques were used to (1) compare competing factorial models according to previous theoretical assumptions, and to (2) analyze the fit of the preferred model. Of the five plausible models tested, the 5-factor solution provided the best fit to the data. Reliability was established through the scale reliability coefficient with a value of .85. Study 2 tests for the content validity of the instrument, examining the relationship between the inventory and level of motor development. Fifty-one (51) participants from the original sample were assessed for motor development using the Peabody Developmental Motor Scales II (PDMS2). Comparisons were made between the PDMS2 classifications of the AHEMD-SR quartile groups. Results supported the primary hypothesis, that is, less favorable motor development was associated with less availability of home affordances. Furthermore, the interaction of (factors) Inside Space and Variety of Stimulation was significantly related to both Gross and Total Motor Development scores. The findings of these two studies suggest that the AHEMD-SR is a valid and reliable instrument for assessing how well home environments afford movement and potentially promote motor development.Item Hispanic Preschoolers' School Readiness: A Study Examining the Impact of Cultural, Social-Emotional, and Sociodemographic Factors(2012-02-14) Avila Brizuela, LeonorThe Hispanic population is becoming increasingly prevalent in the United States, facing not only many sociodemographic risks, but academic risks as well. A large number of Hispanics are entering school unprepared to learn. While the importance of school readiness for academic success and achievement has been established, research focusing on school readiness in the Hispanic population has been limited. Furthermore, while research has established the importance of social-emotional skills for school readiness, these have been insufficiently studied in this population in how they relate to school readiness. This study examined school readiness in Hispanic preschoolers and the impact of sociodemographic, cultural, and socio-emotional variables on school readiness. A total of 162 children ages 3 to 5 years old were assessed by a school readiness measure in a Head Start program in central Texas. Children were assessed during the first 45 days of school. Teachers and caregivers completed a social-emotional rating scale on each student?s social skills and problem behavior during the first 45 days of school. In addition, caregivers completed a questionnaire that addressed cultural and sociodemographic factors. The purpose of this study was to fill the gaps of the literature by examining factors that impact school readiness among Hispanic preschoolers. The goal of this study was to determine the extent to which cultural variables can predict school readiness and social-emotional competence, above and beyond sociodemographic factors. This study also sought to determine the extent to which social-emotional competence can predict school readiness above and beyond sociodemographic factors and cultural factors. This study hypothesized that cultural factors and social-emotional competence would have an impact on school readiness, above and beyond sociodemographic factors. This study used hierarchical regression analyses. Results suggest that cultural variables were not good predictors of school readiness or social-emotional competence. Sociodemographic variables were good predictors of social-emotional competence. In addition, social skills were significant predictors of school readiness. Results suggest that Hispanic preschoolers are not that unlike other preschoolers when it comes to factors that have an impact on their school readiness and social-emotional competence.Item Innovative practices in early childhood classrooms: what makes a teacher an early adopter?(Texas A&M University, 2004-09-30) Marshall, EllenThis basic qualitative research study focused on the internal constructions of ten early childhood education teachers who take new information acquired from workshops, coursework, or other educational venues and quickly incorporate it into their teaching. The participants were all women who work in a variety of classroom settings with two-through-six-year-olds in San Antonio, Texas. They were identified as teachers who are in the forefront in adopting new ideas in comparison to other early childhood teachers (Rogers, 2003). A wide range of experience and education levels were represented. Using the interpretive paradigm as well as the ideological framework of constructivism, a grounded theory was established in response to the research question. Of special interest were factors that can be addressed in pre-service and in-service instructional opportunities for early childhood students and professionals. There were three major findings. First, the participants expressed core moral values in relation to their jobs as early childhood teachers: they look upon their work as a moral endeavor; they have a spiritual connection to their work; and they care deeply about others. Second, they shared the character traits of a positive attitude, persistence, and flexibility. Third, they held two learning dispositions in common: they perceive and practice learning as a continual, on-going process; and they are highly reflective. Viewed together, these three findings form a continuous internal loop that impacts the external cycle of gaining new information and adopting it into classroom practice. The findings in this study parallel previous teacher knowledge research done with K-12 grade teachers in the United States and in other countries. It supports models of change that consider one's frame of reference in terms of individual belief systems and how this impacts the change process. The implication is that focusing on technical knowledge is not enough. Early childhood teacher educators must consistently employ specific strategies with their students that help illuminate and strengthen the tacit traits identified in this study.Item Lau vs. Nichols 40 Years Later - Where Are We Now? A Study of Philosophical, Political, Cultural and Societal Issues Impacting Bilingual Education in the Early 21st Century(2011-02-22) Everling, Kathleen M.Bilingual education in the United States has been at the forefront of educational politics and debates since its inception. Arguments over language of instruction and program goals overshadow the deeper philosophical, political and societal issues rooted at the heart of bilingual education. This purpose of this study was to present a critical view of the issues impacting a small Central Texas school district?s early childhood bilingual program. Over the course of a year, I conducted a focus group interview followed by individual interviews with two preschool and two kindergarten Spanish bilingual teachers. I collected field notes and observational data on site for two years. Based in grounded theory, the data dictated the focus of the study. The open coding process used to analyze the focus group interview data uncovered the foundational themes for this study. The individual interviews were analyzed using open coding, confirming and elaborating on the themes. Field notes and observational data were used to triangulate the data. The themes were: philosophical and theoretical foundations, politics and policies, and social and cultural issues. Through the lens of the data, I examined the impact of No Child Left Behind, Reading First, and the corresponding Texas regulations. The participants found the testing requirements to be distracting from their teaching. They believed the requirements, particularly for assessment, to be inappropriate and of limited use in their classrooms. From a sociocultural perspective, I discovered discrimination and segregation, but the teacher participants never opened a dialogue about these practices with each other or their administrator. The bilingual classes were isolated, given inferior and inappropriate materials. The school's culture was one of assimilation, not diversity. Finally, I examined the underlying issues that impacted this bilingual education program and the implications for further research. There is a need to conduct further research into bilingual teacher education, including alternative certification and continuing education, the hidden curriculum and bilingual education and empowerment of bilingual teachers through dialogue. Bilingual education holds the promise of closing the gaps in education, but further research must include the critical areas of influence including philosophy, politics and sociocultural issues, not just program goals and language acquisition.Item The director's mentoring project: an analysis of the experiences of mentors and proteges and the impact of mentoring on selected child care centers in San Antonio, Texas(Texas A&M University, 2004-09-30) Castillo, Cathleen F.The researcher examined the experiences of three directors of child care centers that had been accredited by the National Association for the Education of Young Children (NAEYC) and six directors of child care centers that had not yet reached accreditation status. The nature and meaning of these experiences was explored through interviews with each of the directors individually, and then with each mentor and her two prot?g?s. The purpose of this study was to understand how a mentoring program promotes change in child care programs and how that change impacts the quality of care, if, in fact, it does. Using the constant comparative method, three major findings emerged. The first finding was the critical issue of identifying, screening, and selecting prot?g?s to participate in the Director's Mentoring Project (DMP). Factors that result in prot?g?s remaining in the program include self-selection, having previously met or heard of the mentors themselves, awareness of accreditation standards and procedures, and knowledge of and concern about quality care for young children. The second and third findings were intertwined. They had to do with the models of mentoring used and the nature of the relationship between the mentors and prot?g?s. The mentors and the prot?g?s utilized a model of mentoring that was based on their understanding that the primary goal of the DMP was to either gain NAEYC-accreditation status for the center itself or to provide professional and personal support to the prot?g? directors. While all the mentors began the program with accreditation as their primary goal, those who developed a close and empathic relationship with their prot?g?s came to believe that support of the directors was primary. The former utilized a more goal-oriented model of mentoring; the latter utilized a more affective model of mentoring. The nature of the mentor-prot?g? relationship formed a continuum from instrumental to personal and developmental. Where the mentors and prot?g?es fell on the continuum paralleled their understanding of the purpose of the project and the model of mentoring that was adopted.