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Thematische Bibliographien / Preschool education / Dissertationen

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Dissertationen zum Thema „Preschool education“

Autor: Grafiati

Veröffentlicht am 4. Juni 2021

Zuletzt aktualisiert am 25. Juli 2025

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1

Nilsson, Sara, and Malin Olsson. "Outdoor education in preschool." Thesis, Malmö högskola, Lärarutbildningen (LUT), 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-34662.

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I vår studie kommer ni som läsare få läsa om utomhuspedagogik. Vårt syfte har varit att få en inblick i vad utomhuspedagogik är, även att få mer kunskaper om hur utomhuspedagogik uppfattas inom aktuell forskning men även av de som arbetar i förskolor med den specifika inriktningen. Vi avser därmed försöka få en mer nyanserad bild av utomhuspedagogik. De frågeställningar vi utgått från har varit vad utomhuspedagogik betyder för pedagogerna? Finns det några nackdelar enligt pedagogerna, och i så fall vilka är dessa? Och den sista frågan vi ställt är om det ställs några specifika krav på pedagoge

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2

Waltemire, Catlyn L. "Preschool Counts: A Case Study Investigating Preschool's Role in Early Numeracy." Miami University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=miami152628417785085.

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3

Evanshen, Pamela. "Preschool Literacy." Digital Commons @ East Tennessee State University, 2003. https://dc.etsu.edu/etsu-works/4420.

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4

Bengtsson, Hans. "Förskolereformen en studie i implementering av svensk välfärdspolitik 1985-1991 /." Lund : Lund University, Dept. of Political Science, 1995. http://catalog.hathitrust.org/api/volumes/oclc/37930265.html.

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5

Aljabreen, Haifa. "A Comparative Multi-Case Study of Teacher Roles in U.S. Montessori Preschool and Saudi Public Preschool." Kent State University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=kent1492596882767711.

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6

Dantas, Maria Luiza. "Social Construction of Gender in Preschool Children: A Descriptive Study of Preschool Girls." The Ohio State University, 1995. http://rave.ohiolink.edu/etdc/view?acc_num=osu1392042958.

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7

D'Onorio, DeMeo Tina. "Individual differences in Preschool children's acquisition of Vocabulary during storybook reading : /." Staten Island, N.Y. : [s.n.], 2006. http://library.wagner.edu/theses/education/2006/thesis_edu_2006_demeo_indiv.pdf.

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8

Івашина, Каріна Олександрівна, and Л. В. Роєнко. "Interior design features in preschool education institutions." Thesis, Київський національний університет технологій та дизайну, 2021. https://er.knutd.edu.ua/handle/123456789/18246.

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9

Chan, Kwai-mui Carol. "A study on pre-school education policy in Hong Kong." [Hong Kong : University of Hong Kong], 1993. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13745001.

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10

Jiang, Yiqun. "Conflicts in Social Interaction Among Chinese and American Preschool Children in an American Preschool /." The Ohio State University, 1996. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487931993469937.

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11

Glenn-Applegate, Katherine. "Caregivers’ Preschool Selection Factors and Their Degree of Agency in Selecting High Quality Preschools." The Ohio State University, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=osu1306413949.

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12

Ramli, Liza Isyqi Binti. "Attitudes of preschool teachers towards the introduction of Inclusive Education (IE) in Malaysian government preschools." Thesis, University of Leeds, 2017. http://etheses.whiterose.ac.uk/19566/.

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The Ministry of Education in Malaysia intends to introduce Inclusive Education (IE) at the preschool level. The introduction of IE will place high demands on preschool teachers and to include all children with special education needs (SEN) will require a significant shift in practice. Thus, this study explored the attitudes of preschool teachers towards IE and identified factors which may have influenced these attitudes. This thesis presents the findings of mixed-method research study investigating preschool teachers’ attitudes towards the introduction of IE in Malaysia. A theoretical framewor

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13

Mennis, Susan M. "Understanding family experiences as a means for developing relevant curriculum for children in a pre-kindergarten classroom /." Read online, 2008. http://library.uco.edu/UCOthesis/MennisSM2008.pdf.

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14

Arnold-Grine, Lori E. "Laboratory schools a critical link in facilitating and enhancing preschool teacher education /." Columbus, Ohio : Ohio State University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1179509794.

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15

Adegboye, Victoria Titilayo. "Principles of preschool administration with application to Nigeria." Theological Research Exchange Network (TREN), 1988. http://www.tren.com.

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16

McGowan, Erin M. "Preschool teachers use of embedded-explicit instruction to promote literacy." Thesis, California State University, Long Beach, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10102590.

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<p> Multiple-baseline across participants design was used to examine the effects of professional development (PD) and coaching on preschool teachers’ implementation of embedded-explicit literacy instruction to increase children’s opportunities to engage in meaningful, intentional, and contextualized literacy behaviors, as measured by Complete Learning Trials (CLTs). Three teachers were videotaped weekly during free-play and observations were coded for CLT accuracy. After professional development, coaching was provided weekly via email. An immediate effect of PD was observed, with c

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17

Lovejoy, Cherrie. "Literacy Instruction in Three Preschool Programs| A Multiple Case Study." Thesis, Walden University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3641298.

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<p> Many preschool students enter kindergarten without the oral language and phonetic awareness skills necessary for academic success. Qualitative research is also limited about the instructional practices preschool teachers use to improve the literacy skills of their students. The purpose of this study was to explore how teachers used developmentally appropriate instructional practices to improve the literacy skills of preschool students. The conceptual framework was based on the theories of Piaget and Vygotsky in relation to language development. A multiple case study research design was use

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18

Wong, Kit-mei, and 黃潔薇. "Preschool teachers' conceptions and pratices of art education." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1997. http://hub.hku.hk/bib/B31959866.

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19

Wong, Kit-mei. "Preschool teachers' conceptions and pratices of art education." Hong Kong : University of Hong Kong, 1997. http://sunzi.lib.hku.hk/hkuto/record.jsp?B20057842.

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20

Kahriman-, Ozturk Deniz. "Preschool Children." Master's thesis, METU, 2010. http://etd.lib.metu.edu.tr/upload/12612365/index.pdf.

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The purpose of this study is to explore preschool children&rsquo<br>s attitudes towards environmental issues in terms of consumption patterns, environmental protection, recycling-reusing, and living habits and to investigate gender as a factor affecting environmental attitudes. The sample of the study is comprised of 40 preschool age children living in Ankara, Turkey. The research has been realized by qualitative design and the data were collected through interviews. The interview questionnaire was adapted from

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21

Moore, Sheila. "Case Study| The Impact of Preschool on Kindergarten Developmental Reading Assessments." Thesis, Lindenwood University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3666901.

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<p> The focus of this comparative study was to examine the connection between attendance in preschool and kindergarten students' literacy success as measured by the Developmental Reading Assessment (DRA2+). Historical data were obtained from the DRA2+ scores of 1,080 kindergarten students in one Missouri school district for the 2010-2011, 2011-2012, 2012-2013 school years. The study was also used to determine the perceptions of kindergarten educators of the impact of preschool on their students. The following overarching question was: What difference exists when comparing the DRA2+ scores of k

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22

Hui, Man-yee Mary, and 許文愉. "Educating "moral" children: observations froma preschool." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2005. http://hub.hku.hk/bib/B35416919.

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23

Chau, Chor-kuen. "Preschool principals' work a case study /." Hong Kong : University of Hong Kong, 2001. http://sunzi.lib.hku.hk/hkuto/record.jsp?B23501248.

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24

Ceresa, Shannon Michele. "Can preschool children learn abduction prevention skills?" Scholarly Commons, 1994. https://scholarlycommons.pacific.edu/uop_etds/2765.

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The purpose of this study was to evaluate the feasibility of training children as young as 3 years old to engage in appropriate responses to potentially dangerous situations. Eighty-five children ranging in age from 3 to 5 years from various preschools were randomly assigned to one of two groups (post-test-only or pretest-post-test). Treatment involved the training package, Children Need to Know: Personal Safety Training (Kraizer, 1981). Training effectiveness was assessed by an analog measure of self-protection, in which a confederate adult approached and verbally attempted to lure the child

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25

Cakwe, Mandisa. "Understanding educator-mediated conflict resolution in a preschool environment: the experiences and feelings of preschool educators." Thesis, Rhodes University, 2006. http://hdl.handle.net/10962/d1002452.

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This thesis discusses the experiences and feelings of preschool educators when resolving situations of conflict between preschool children. Data was collected by means of semistructured individual interviews with preschool educators and a video recorder recording conflict situations among preschool children focusing on educator resolution strategies. Grounded theory was used as a data analysis technique to analyse the data collected. The analysis revealed that the preschool educators under study do not use mediation as a conflict resolution strategy but use various strategies that include, pre

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26

Witthohn, Anna-Lena. "Outdoor Learning as a Chance for Preschool Children to become a ´We´ and an ´I´ : Preschool Teachers´ Perception towards Outdoor Learning in Swedish Preschools." Thesis, Linköpings universitet, Institutionen för beteendevetenskap och lärande, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-177847.

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The study investigates preschool teachers’ individual perceptions towards outdoor learning in Swedish preschools. The aim is to understand how preschool teachers describe outdoor learning and which effects on children´s behavior are recognized. Furthermore, the study aims to highlight children particularly benefiting from learning outdoors. Therefore, semi-structured interviews following a qualitative research approach are hold in order to outline and evaluate the perceptions of seven preschool teachers working in southern Sweden. A literature review should allow a contextual location focusing

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27

Vantaggi, Andrea L. "Evaluation of a Science Language Assessment for Preschool Students." University of Toledo / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1301691720.

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28

Chan, Kwai-mui Carol, and 陳桂梅. "A study on pre-school education policy in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1993. http://hub.hku.hk/bib/B31977261.

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29

Nordén, Sofia, and Lisa Saarnak. "When the mission of culture and diversity is put in the preschool teacher’s lap : A study of how preschool teachers work with intercultural issues in Swedish Preschools." Thesis, Högskolan för lärande och kommunikation, Högskolan i Jönköping, Förskolepedagogisk didaktisk forskning, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-30864.

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The aim of the research presented in this paper is to expand current understandings of how preschool teachers in Sweden work with and talk about intercultural issues in preschool, and how they interpret the curriculum working with respect to issues of cultural diversity. The study is based on data from two semi-structured focus groups with preschool teachers from preschools where the majority of the children were foreign born or were first generation Swedes. Transcriptions from these focus groups were subjected to content analyses based on a norm critical perspective. Our results showed that t

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30

Fessler, Pirmin, and Alyssa Schneebaum. "The Returns to Preschool Attendance." WU Vienna University of Economics and Business, 2016. http://epub.wu.ac.at/5176/1/wp233.pdf.

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Preschool attendance is widely recognized as a key ingredient for later socioeconomic success, mothers' labor market participation, and leveling the playing field for children from disadvantaged backgrounds. However, the empirical evidence for these claims is still relatively scarce, particularly in Europe. Using data from the 2011 Austrian European Union Statistics of Income and Living Conditions (EU-SILC), we contribute to this literature in all mentioned dimensions. In particular, we investigate the effect of preschool attendance on an individual's later educational attainment, the probabil

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31

Ozturk, Elif. "Preschool Teachers." Master's thesis, METU, 2008. http://etd.lib.metu.edu.tr/upload/12609233/index.pdf.

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The aim of this study is to investigate preschool teachers&rsquo<br>beliefs about integration of visual art with other activities in early childhood settings. More specifically, the present study examined the effects of teachers&rsquo<br>year of experiences, their educational background and whether they take a course which is related to visual art or not on teachers&rsquo<br>beliefs about integrated curriculum and integration of visual art with other activities. Preschool teachers were asked to complete &ldquo<br>teachers&rsquo<br>beliefs about integration of visual art&rdquo<br>questionnaire

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32

Tekmen, Belkis. "Evaluation Of Preschool Teacher Education Program In Turkey: Academicians." Phd thesis, METU, 2012. http://etd.lib.metu.edu.tr/upload/12615087/index.pdf.

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High-quality preschool education produces substantial long-term educational, social, and economic benefits, but large benefits occur only when teachers are professionally prepared and adequately compensated. Qualifying the teacher candidates depends on many interrelated components of a teacher education. The aim of this study is to evaluate the student selection policy, decision-making policy, recruitment policy, teacher candidates&rsquo<br>educational profiles, faculty development and assignment policy, curriculum and instruction, and the graduates&rsquo<br>competences from the perspectives o

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33

Smith, Connie. "A Preschool Outdoor Curriculum and Playground Design, Teacher Education." TopSCHOLAR®, 1985. http://digitalcommons.wku.edu/theses/1417.

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The writer proposes the utilization of a developmentally based outdoor curriculum and playground designed for young children. The curriculum consists of an overview, objectives, curriculum methodology, playground designs and evaluation. Cognitive, affective and psychomotor domains are each included in the objectives. A curriculum methodology focusing upon approaches for individualization and development of the total child is presented. The playground designs are based upon current research. Play value, development appropriateness and safety were considered in developing playground design

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34

Kwon, Young-Ihm. "Preschool education in Korea and England : a comparative perspective." Thesis, University of Cambridge, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.421694.

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35

Tamagni, Amanda Lee. "Discipline Policy and Preschool Special Education Students' Social Skills." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7085.

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Preschool special education students lack of personal-social skills is affecting their kindergarten readiness and placing them at risk for exposure to school discipline in a large school district in the Southeastern United States. The purpose of this quantitative study was to examine the relationship between the quality of school discipline policies and personal-social skills of preschool special education students within the focus district. Ecological systems theory provided the framework for the study. Data collection included archived personal-social skills scores, as measured by the Battel

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36

Solano, Jennifer M. "Implementation of K-12 Positive Behavioral Interventions and Supports in Preschool Classrooms." Thesis, California State University, Long Beach, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10822704.

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<p> The purpose of this study was to examine the impact of K-12 Positive Behavioral Interventions and Supports (PBIS) implementation in preschool classrooms. PBIS is a multi-tiered social-emotional and behavioral framework developed for the K-12 population and not for young children. Implementation of K-12 PBIS in preschool classrooms creates a contextual mismatch which may negatively affect outcomes such as teacher self-efficacy and student behavior. The Pyramid Model is a framework adapted from K-12 PBIS developed specifically for young children. </p><p> This study used a logic model to ex

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37

WALSH, CHERYL J. "THE PRESCHOOL CONNECTION PROGRAM." University of Cincinnati / OhioLINK, 2004. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1086048987.

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38

Madrid, Samara Dawn. "Emotional themes in preschool children's play narratives." Columbus, Ohio : Ohio State University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1189731683.

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39

McKenzie, Patricia Jay. "Early childhood : special education." Thesis, University of British Columbia, 1987. http://hdl.handle.net/2429/26874.

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This study examines the growth and development of a program for the preparation of special education teachers in Early Childhood Education, Following an overview of historical perspectives in Early Childhood and Special Education, including international influences, models which would aid in the development of such a program are discussed. The Provincial Child Care Facilities Licensing Board and the Ministry of Education, of British Columbia expressed a wish for the development of post-basic special education programs in Early Childhood Education and their willingness to fund several programs

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40

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.

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This study explored five preschool teachers' perceptions about Education for Sustainable Development (ESD) in Early Childhood Education (ECE). Participating teachers provided a wide range of responses about ESD and its related subthemes. The findings of this study show that the participating teachers indicated a willingness to reflect on the principles of sustainable development, a commitment to developmentally appropriate practice, a value for participatory and problem-based curriculum, and appreciation for the benefits of community engagement. Teachers also expressed values of fairness and e

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41

Clough, Melanie Smith. "The Perspectives of Preschool Teachers on Instructional Coaching." UNF Digital Commons, 2015. http://digitalcommons.unf.edu/etd/613.

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The purpose of this study was to examine how teachers describe instructional coaching. Instructional coaching has become a leading form of professional development in educational settings, yet there is a lack of empirical evidence that explains and clarifies it. One aspect of instructional coaching that is not known is how teachers perceive it. In order to gain understanding about instructional coaching, the perspectives of the teachers could provide valuable insight to benefit those involved in the practice. Instructional coaching and the schools where coaching takes place are complex in natu

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42

Parker-Martin, Pamela. "Evaluating a district-wide kindergarten transition process for preschool children with special needs." Diss., The University of Arizona, 1999. http://hdl.handle.net/10150/284047.

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The present study was an explorative summative program evaluation of the preschool to kindergarten transition process used by a school district in the Denver-metro area. Surveys were provided to parents, preschool staff, and elementary school staff who were involved in the transition process for 57 young children with special needs moving into kindergarten placements for the 1998-99 school year. Respondents were asked to indicate their satisfaction with, and identify the importance of, each specific transition activity within the transition process. Follow-up measures of reported satisfaction

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43

Duplissie, Kevin L. "Parent Perceptions on Kindergarten Entry." Fogler Library, University of Maine, 2009. http://www.library.umaine.edu/theses/pdf/DuplissieKL2009.pdf.

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44

Kimmy, Michelle. "Preschool Teachers' Views of Literacy Instruction." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4301.

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Students in Pennsylvania are falling behind in reading proficiency. Early literacy skills are the foundation for future reading success and students who have not learned to read proficiently by the end of 3rd grade have an increased chance of failing to achieve academic success. The purpose of this quantitative correlational study was to investigate the relationship between preschool teachers' perceived self-efficacy for literacy instruction and preschool literacy assessment scores of students at local private preschool classrooms. The research question focused on the relationship between pres

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45

Plum, Jane Meacham Jr. "Nutrition Knowledge Assessment of Preschool Children." Thesis, Virginia Tech, 1997. http://hdl.handle.net/10919/35377.

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A game with food and nutrition related pictures was developed to provide an opportunity for a classroom teacher to interview preschool children for assessment of nutrition knowledge concepts. Specifically, knowledge of vegetable concepts which included identification of the food, the food group, the source, preparation methods and use by the body was measured. The assessment was administered to five groups of children (ages two and one-half to five years) in preschools and child care centers in Reston, VA by high school early childhood education students. The assessment was designed to meet

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46

Vu, Jennifer Anh-Thu. "Representations of relationships children have with mothers, teachers, and friends, and their relation to social competence." Diss., Restricted to subscribing institutions, 2009. http://proquest.umi.com/pqdweb?did=1872211291&sid=2&Fmt=2&clientId=1564&RQT=309&VName=PQD.

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47

Luk, Miu. "Exploring teachers' understanding and practice of gender equity case study of a kindergarten in Hong Kong /." Click to view the E-thesis via HKUTO, 2005. http://sunzi.lib.hku.hk/hkuto/record/B35501467.

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48

Lange, Alissa A., and Q. Tian. "Changing Preschool Teachers’ Attitudes and Beliefs about STEM." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/4688.

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49

Westlake, Emily Ann. "Co-Constructing Music in a Reggio-Inspired Preschool." Master's thesis, Temple University Libraries, 2015. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/328358.

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Music Education<br>M.M.<br>The purpose of this qualitative research was to understand the process of co-constructing music in a Reggio-inspired preschool. Although both adults and children facilitate musical processes in co-constructed settings, in this study I focused on processes that emerged from children. One question guided this study: In this preschool, what processes do children use to make their music learning visible and audible? From September 16 to December 16, 2014, I visited Project P.L.A.Y. School--a play- and relationship-based, Reggio-inspired preschool--once weekly for one and

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50

Beauchat, Katherine A. "Making the most of shared reading in preschool." Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file, 93 p, 2008. http://proquest.umi.com/pqdweb?did=1605146151&sid=10&Fmt=2&clientId=8331&RQT=309&VName=PQD.

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