Dissertationen zum Thema „Education, Administration|Education, Early Childhood“
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McKenzie, Patricia Jay. „Early childhood : special education“. Thesis, University of British Columbia, 1987. http://hdl.handle.net/2429/26874.
Education, Faculty of
Graduate
Guariglia, Dana Gemma. „Inclusion in the early childhood years /“. Staten Island, N.Y. : [s.n.], 2007. http://library.wagner.edu/theses/education/2007/thesis_edu_2007_guari_inclu.pdf.
Akdag, Zeynep. „Beginning Early Childhood Education Teachers“. Phd thesis, METU, 2013. http://etd.lib.metu.edu.tr/upload/12615312/index.pdf.
s phenomenological analysis was utilized to analyze data from interviews in which beginning teachers reflected on their experiences in teacher education program and of being new teachers in public school context in Turkey. Findings have revealed that pre-service teachers were aware of many difficulties in public schools and ready to contend with those difficulties, yet some of the challenges they faced were beyond their initial anticipation. All those challenges were originated from teacher education program, Ministry of National Education&rsquo
s system itself, and local condition where beginning teachers were appointed. Suggestions for teacher education programs, Ministry of National Education, and administrators were proposed.
Weems, Amy. „Impact of Early Childhood Education on Later Academic Achievement“. Thesis, University of North Texas, 2019. https://digital.library.unt.edu/ark:/67531/metadc1538681/.
Brown, Ryan. „Integrating the fine arts into an early childhood classroom“. Staten Island, N.Y. : [s.n.], 2007. http://library.wagner.edu/theses/education/2007/thesis_edu_2007_brown_integ.pdf.
Jording, Cathy S. „Management Guide for Early Childhood Programs“. TopSCHOLAR®, 1988. http://digitalcommons.wku.edu/theses/1723.
Fox, James J., John Wheeler, Pamela J. Mims, Cathy Galyon Keramidas, Kimberly D. Hale und M. Michaels. „Issues in Early Childhood/Early Childhood Special Education: Questions, Answers, & Discussion Forum“. Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etsu-works/212.
Weems, Amy. „The Impact of Early Childhood Education on Later Academic Achievement“. Thesis, University of North Texas, 2019. https://digital.library.unt.edu/ark:/67531/metadc1538681/.
Morris, Joanne B. „Reflective thinking in early childhood education“. Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0020/MQ55529.pdf.
Ryan, Deborah M. „Parent involvement in early childhood education“. Online version, 1998. http://www.uwstout.edu/lib/thesis/1998/1998ryand.pdf.
Anick, Jill A. „'Education as democracy' in early childhood /“. Connect to thesis, 2009. http://repository.unimelb.edu.au/10187/3728.
Evans, Katherine Louise. „Deconstructing 'readiness' in early childhood education“. Thesis, University of Exeter, 2016. http://hdl.handle.net/10871/27258.
Kull, William Anthony. „Insulating effects of early childhood education“. CSUSB ScholarWorks, 2006. https://scholarworks.lib.csusb.edu/etd-project/3064.
Abbatantuono, Kristin. „Improving teacher and family involvement in an early childhood classroom /“. Staten Island, N.Y. : [s.n.], 2005. http://library.wagner.edu/theses/education/2005/thesis_edu_2005_abbat_impro.pdf.
Gallard, Diahann. „Anthrozoology in early childhood education : a multiphase mixed methods study of animal-related education in early childhood“. Thesis, Liverpool John Moores University, 2015. http://researchonline.ljmu.ac.uk/4494/.
Gulmez-dag, Gulcin. „Effectiveness Of Early Childhood Teacher Education Programs: Perceptions Of Early Childhood Teachers“. Master's thesis, METU, 2012. http://etd.lib.metu.edu.tr/upload/12614473/index.pdf.
perceptions on the effectiveness of their teacher education programs in supporting their professional practices. The data to the study were gathered through semi-structured interviews with 17 in-service teachers working in public early childhood institutions in Ankara. The data were analyzed through the emerging codes and themes shaped by the research questions. The results indicated that the 1998 program the study intended to investigate was found to be relatively satisfying in terms of developing professional teach ing competencies. The major weakness was reported to be theory-oriented structure which did not allow for ample practice opportunities both in the courses and in the field experiences. Moreover, due to the infancy ages of the field, the contents of courses offered were perceived to be in line with the essentials of primary and elementary level which contradicts the necessities of early childhood teaching. The findings were further discussed and interpreted.
Keramidas, Cathy Galyon. „Assessment in Early Childhood“. Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/4157.
Esser, Ted H. „The Impact of Prolonged Participation in a Pro-Social Cognitive Behavioral Skills Program on Elementary Age Students, with Behavior Related Disorders, Behavior Accelerative, Behavior Reductive, and Return to Regular Classroom Outcomes“. University of Nebraska at Omaha, 2013.
Delbanco, Yvonne. „From Startup to Sustainability: The Adaptive Challenge of New York City’s Pre-K for All Initiative“. Thesis, Harvard University, 2016. http://nrs.harvard.edu/urn-3:HUL.InstRepos:27013349.
Green, Shannon Susan. „PRESCHOOL TEACHERS' EARLY PERCEPTIONS OF EDUCATION FOR SUSTAINABLE DEVELOPMENT IN EARLY CHILDHOOD EDUCATION“. OpenSIUC, 2013. https://opensiuc.lib.siu.edu/theses/1210.
Allgood, Charles E. „Fiscal management practices and quality programming in early childhood| The impact of administrator preparation“. Thesis, Mississippi State University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10100404.
The early childhood administrator is tasked with overseeing all operations within the early childhood program. Operational functions include functions traditionally associated with education including the design and implementation of curriculum, creating and maintaining the learning environment, and ensuring the health and safety of children enrolled in the program. The administrator of the early childhood program is also tasked with other functions including human resource functions, budgeting, as well as income and cost management. Additionally, the administrator should be an advocate within public policy concerning early childhood education. Research has acknowledged the functions associated with the early childhood administrator role. In 1992, Paula Jorde-Bloom named the early childhood administrator as the “Gatekeeper of Quality”. Since then, research has supported that establishing and maintaining quality is yet another responsibility of the early childhood administrator. The current study examined the role of the administrator, particularly the preparation that the administrator receives, in an effort to determine the impact that the administrator has on the quality of the program. A sample (n = 224) was pulled from early childhood administrators in Mississippi. The preparation received by these administrators, including formal education and additional training, was measured and regression analysis with Early Childhood Environment Rating Scale Revised (ECERS-R) scores measuring quality of the early childhood program regressed with an aggregated early childhood administration preparation variable to determine if administration preparation could predict overall quality within the early childhood program. As the literature indicated that fiscal management practices also fall under the scope of responsibilities of the administrator, fiscal management preparation was isolated and regression analysis with ECERS-R scores was conducted to determine if fiscal management preparation could predict overall quality within the early childhood program as well. The study found that administration preparation was a significant predictor of quality. However, preparation specific to fiscal management knowledge was not found to be a predictor of overall quality. Practical implications and suggestions for future research are addressed.
Acosta, Ana Gabriela. „The Successes and Challenges of an Early Childhood Program Serving Children in Exceptional Circumstances| A Qualitative Case Study with Teachers, Administrators, and Parents“. Thesis, California State University, Long Beach, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=10977969.
The purpose of this case study was to explore the successes and challenges faced by a private, faith-based preschool in Los Angeles County in providing quality care and education to homeless children and their families. The study included interviews with parents, teachers, and administrator/staff to gather their perspectives as well as examined program structure through field observations and analysis of relevant documents. The National Association for the Education of Young Children’s quality standards were used to examine the quality of the program. Findings showed that the relationships among all stakeholders involved in the preschool program were crucial to the success of this preschool. The study’s findings highlighted some challenges in the following areas: support for teachers, sustained teacher training and development, strong administrative program structure, and funding. The findings bear important implications, both at the program and policy-level, for early childhood education programs serving children in exceptional circumstances, and specifically homeless children and their families.
Carnabuci, Lauren. „Impact of early childhood television programming on the reading readiness of preschoolers: /“. Staten Island, N.Y. : [s.n.], 2006. http://library.wagner.edu/theses/education/2006/thesis_edu_2006_carna_impac.pdf.
Lirette, Patricia R. „Barriers to education in early childhood development“. Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0001/MQ59757.pdf.
Harris, Martha Jane 1949. „Leadership preparation in early childhood special education“. Diss., The University of Arizona, 1997. http://hdl.handle.net/10150/282490.
Jeffries, Kendall. „Increasing Parental Involvement in Early Childhood Education“. Scholar Commons, 2012. http://scholarcommons.usf.edu/etd/4340.
Little, Jennifer Leslie. „Early childhood education : perceptions, problems and possibilities“. Thesis, University of Nottingham, 1997. http://eprints.nottingham.ac.uk/13949/.
Bassok, Daphna. „Three essays on early childhood education policy /“. May be available electronically:, 2009. http://proquest.umi.com/login?COPT=REJTPTU1MTUmSU5UPTAmVkVSPTI=&clientId=12498.
Johnson, Michelle E. „Gardening in the Early Childhood Education Setting“. Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etsu-works/8545.
Tupper, Gail Ann Hathaway. „Assessment: Authentic Strategies for Early Childhood Education“. PDXScholar, 1992. https://pdxscholar.library.pdx.edu/open_access_etds/4565.
Evanshen, Pamela. „Ph.D. In Early Childhood Education: Proposed Program Update“. Digital Commons @ East Tennessee State University, 2008. https://dc.etsu.edu/etsu-works/4383.
Colonna, Christine. „Secret to managing multiple cases of separation anxiety in the early childhood classroom /“. Staten Island, N.Y. : [s.n.], 2007. http://library.wagner.edu/theses/education/2007/thesis_edu_2007_colon_secre.pdf.
Ruhe, Marsh Linda. „Perceptions and lived experiences of Illinois Parents as Teachers program leaders while managing a multigenerational staff“. Thesis, University of Phoenix, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3572922.
The purpose of this qualitative narrative inquiry was to explore the perceptions and lived experiences of Illinois Parents as Teachers (PAT) program leaders managing a multigenerational workforce. Supervisors state that leading a multigenerational staff possesses challenges that affect overall productivity (Bell, 2008). PAT stakeholders including leaders, facilitators, parents, and children risk failing to provide or receive optimal services because of weak supervisory practices. Obtaining the perceptions and lived experiences, as narrated by PAT leaders about the work practices, behaviors, ethics, and leadership styles of employees from various generations will add insight to this plight. The study involved 10 Illinois Parents as Teachers program leaders purposely selected based on the number of employees and generational cohorts represented in the program. The participants were interviewed using a semi-structured, open ended interview format; data was collected and analyzed. Five themes were extracted from the data using manual analysis and NVivo 9.0© to aid in the coding process. The themes were important to understanding the participant’s perceptions of managing a multigenerational staff. This study provided insight into how PAT leaders view employees from various generations in terms of work practices, behaviors, ethics, and leadership. The narratives provided rich accounts of leader’s experiences, which in turn will be a helpful professional development and technical assistance tool in training leaders to use the most effective techniques with a multigenerational staff. Suggestions for educational practice and further research are included in the recommendations.
Pinsler, Alana J. „The culture of change| A multiple case study examining how private preschools prepare for a leadership transition“. Thesis, Mills College, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=1557326.
The purpose of this multiple case study is to document how directors at private preschools have already, or are preparing for, leadership transitions. The study documents two private preschools; one preschool recently completed a leadership transition and the other is preparing for a transition that is scheduled to take place in the next five years. Data were collected through semi-structured interviews with directors, teachers, and families in both centers and analysis of archival records. Data were analyzed deductively drawing on key concepts from literature discussing leadership styles, factors impacting leadership transitions in organizations, and Heifetz's theory of adaptive leadership. Findings suggest that private preschools benefit from long-term succession planning for future leadership transitions, that includes staff participation and parent feedback. This study documents examples of intentionally planned transparent and collaborative administrative and leadership change in early childhood environments.
Gonzalez, Sandra Elizabeth. „Ideal leadership practices in Head Start| Understanding leadership from the perspectives of directors and teachers“. Thesis, California State University, Long Beach, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3674335.
The purpose of this study was to examine the manner that directors and teachers define ideal leadership practices of Head Start programs. Specifically, this study focused on understanding leadership practices through the lens of transformational leadership. This study was guided by the following three research questions: (a) What are the perceptions of Head Start directors on ideal practices of leadership (b) What are the perceptions of Head Start teachers on ideal practices of leadership and (c) How do the perceptions of directors compare and contrast to the perceptions of teachers.
The research methodology was a qualitative approach to understanding the perceptions of the participants through their experiences and perspectives of working in the Head Start setting. Data were collected by means of interviews and completion of a demographic questionnaire and an adapted version of the Leadership Practices Inventory (LPI). The use of interviews allowed participants to reflect on their experiences and share their perspectives regarding what they consider ideal leadership practices in Head Start. Data were collected from 15 participants who currently work in various Head Start programs throughout Southern California.
The findings revealed ideal leadership practices in alignment with the practices of transformational leadership. Directors described ideal leadership practices to include a clear vision, collaboration, Head Start-specific knowledge, and staff motivation. Teachers described ideal leadership practices to include visibility ofthe director at the classroom level, leading by example, encouragement, transparency, and professional development opportunities. The results of this study are critically important with the shifts in policy to increase quality of and expand access to early childhood education programs for all children. The shift in policy has resulted in greater accountability being placed on Head Start programs to deliver quality services in order to avoid losing funding. Ideal leadership practices are vital to meeting the needs of the changing expectations of Head Start programs.
Davis, Jodi. „Impact of Early Childhood Education on Academic Achievement“. Thesis, University of North Texas, 2019. https://digital.library.unt.edu/ark:/67531/metadc1609085/.
White, Heather S. „Early Childhood Teacher Perspectives of Developmentally Appropriate use of Computer Applications“. ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/386.
Marks, Lori J. „IntelliTools for Comprehensive and Early Childhood Special Education“. Digital Commons @ East Tennessee State University, 1999. https://dc.etsu.edu/etsu-works/3719.
Andersson, Karin. „A holistic approach to early childhood education : An exploratory study of a holistic approach to early childhood education in India“. Thesis, Södertörns högskola, Lärarutbildningen, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-29827.
Nyarambi, Arnold, und Z. Nkabinde. „Early Intervention and Early Childhood Education in Zimbabwe and South Africa: Implications to Special Education“. Digital Commons @ East Tennessee State University, 2020. https://dc.etsu.edu/etsu-works/8229.
Zhulamanova, Ilfa. „EARLY CHILDHOOD EDUCATION PRESERVICE TEACHERS’ PERCEPTIONS ON PLAY“. Kent State University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=kent1563193941118516.
Jung, Myoungwhon. „Professional development in early childhood mathematics examining professional growth in two early childhood teachers through collaboration /“. [Bloomington, Ind.] : Indiana University, 2006. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3215198.
Source: Dissertation Abstracts International, Volume: 67-04, Section: A, page: 1216. Adviser: Mary B. McMullen. "Title from dissertation home page (viewed May 14, 2007)."
Evanshen, Pamela, Rebecca Isbell und C. Willis. „ETSU’s Doctorate in Early Childhood“. Digital Commons @ East Tennessee State University, 2006. https://dc.etsu.edu/etsu-works/4387.
Zvalo-Martyn, Julianne. „Toward an Emerging Theory of Leadership Competencies for Early Care and Education Systems Leaders“. Thesis, Brandman University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10933760.
Purpose: The purpose of this Delphi study was to identify the competencies that early care and education systems leaders should possess as perceived by a panel of early childhood systems leadership experts. This study also identified which leadership competencies experts perceive will have the most impact on transformation of the field into an organized system of practice.
Methodology: This study used a mixed-methods Delphi approach consisting of three electronic surveys to identify competencies needed by early care and education systems leaders as perceived by a panel of national experts. Round 1 consisted of open-ended questions. Round 2 asked the panelists to rate each competency’s importance using a 6-point Likert scale. In Round 3 panelists were requested to choose which competencies were most important for systems leaders to impact the transformation of the field into an organized system of practice.
Major Findings: A quantitative analysis of Round 2 found that the expert panelists agreed on 65 competencies as important or very important for systems leaders to acquire. Some of the most highly rated competencies identified were developing relationships and partnerships, valuing diversity, collaborative leadership skills, and commitment to equity. In Round 3, 14 competencies were selected as necessary for systems leaders to impact transformation of the field, including systems thinking, big picture perspective, commitment to equity, and knowledge of policy and legislation. Through a qualitative literature analysis, the themes systems thinking, and collaborative and inclusive leadership were found to be most aligned with the research literature. A surprising finding was that the expert panelists did not rate knowledge of child development as important for systems leaders, which contrasted with the research literature.
Recommendations for Future Research: Include (a) replication of this study with representation from additional systems leaders throughout the country; (b) perceptions of stakeholders throughout the ECE workforce regarding leadership competencies, including diverse and marginalized populations and those in a variety of leadership roles; (c) tasks and objectives of systems leaders and a clear definition of their roles; and (d) impact of the absence or presence of knowledge of child development on the decisions of ECE systems leaders.
Riffin, Catherine. „Educational trajectories of teachers and teacher's aides : what motivates early childhood educators to pursue higher education?“ Connect to online version, 2008. http://ada.mtholyoke.edu/setr/websrc/pdfs/www/2008/283.pdf.
Coneus, Katja. „Empirical Studies on Early Childhood Education in Germany“. Doctoral thesis, Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2010. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-27220.
Die vorliegende Dissertation untersucht verschiedene Aspekte der frühkindlichen Bildung in Deutschland. Während sich die empirische Bildungsforschung in den letzten Jahren intensiv mit Fragen der institutionellen Bildung beschäftigt hat, weisen aktuell geführte familien- und bildungspolitische Diskussionen und neuere Forschungsstudien zunehmend auf die Bedeutung der frühkindlichen Entwicklungsphase als erste Phase für die Entwicklung und Förderung von Humankapital hin. Die Arbeit nimmt die aktuelle Diskussion zum Anlass, unterschiedliche Aspekte der frühkindlichen Bildung in Deutschland zu untersuchen. Die ersten drei Kapitel dieser Arbeit untersuchen, wie sich Fähigkeiten in der (frühen) Kindheit entwickeln. Dafür wird eine Fähigkeitsproduktionsfunktion zugrunde gelegt und deren zentrale Eigenschaften zu unterschiedlichen Phasen innerhalb der (frühen) Kindheit auf ihre empirische Relevanz hin untersucht. Darüber hinaus ist es möglich, Wirkungen unterschiedlicher Investitionen für die Entwicklung kognitiver und nicht-kognitiver Fähigkeiten innerhalb der ersten Lebensjahre zu beleuchten und geeignete politische Instrumente daraus abzuleiten. Kapitel vier beleuchtet den Aspekt der institutionellen Kinderbetreuung für die frühkindliche Bildung in Westdeutschland. Die zugrundeliegende Überlegung dieses Abschnitts ist die Frage, ob der institutionellen Kinderbetreuung in Deutschland neben seiner Betreuungsfunktion neuerdings auch eine Bildungsfunktion zugesprochen wird. Zahlreiche Studien zeigen, dass die Gesundheit in der frühen Kindheit eine zentrale Rolle für die Gesundheit im Erwachsenenalter spielt, und gleichzeitig den Erwerb von Fähigkeiten in der frühen Kindheit und damit auch für spätere Lebensphasen unmittelbar beeinflusst. Die Rolle der Gesundheit innerhalb in der ersten Lebensjahre wird in Kapitel 5 untersucht. Neben der unumstrittenen Bedeutung kognitiver Fähigkeiten für eine Vielzahl ökonomischer und nicht-ökonomischer Outcomes, zeigen neuere Studien die Bedeutung nicht-kognitiver Fähigkeiten. Im letzten Kapitel (sechs) werden daher mittel- bis langfristige Konsequenzen geringer nicht-kognitiver Fähigkeiten in der frühen Kindheit für eine Reihe von sozialen Outcomes (Schulleistungen, Gesundheitsverhalten, Persönlichkeit) im Jugendalter analysiert
Mohamad, Hanapi. „Promoting creativity in early childhood education in Brunei“. University of Western Australia. Graduate School of Education, 2006. http://theses.library.uwa.edu.au/adt-WU2006.0130.
Long, R. „Parental involvement in early childhood education - an evaluation“. Thesis, Lancaster University, 1988. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.233020.
Al-Hassan, Omayya Mohammad Methqal. „Good practice in early childhood education : practioners' perspectives“. Thesis, University of Newcastle Upon Tyne, 2006. http://hdl.handle.net/10443/918.
Fulcher, Dawson Rachel. „Early childhood education origins, theories and policy realities /“. Diss., Connect to online resource - MSU authorized users, 2008.
Dissertation committee: Gary Sykes, Barbara Schneider, Peter Youngs, Sandra Schneider, and Larry Schweinhart--From acknowledgments. Title from PDF t.p. (viewed on Aug. 19, 2009) Includes bibliographical references (p. 151-158). Also issued in print.