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Dissertations / Theses on the topic 'Preschool impact'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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1

Britt, Amy L. "The Long-Term Impact of Preschool Education on Student Achievement." Thesis, Lindenwood University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3668693.

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<p> While many studies have been published about the short-term effects of preschool on student achievement, few long-term studies have been completed. The focus of this study was to determine whether students who attended schools that offered preschool demonstrated improved student achievement in communication arts and math in fourth and eighth grades. Quantitative data, including MAP scores for 2010, 2011 and 2012 in communication arts and math, were reviewed. The participants included rural schools with similar demographics as evidenced by membership in Missouri Association of Rural Educati

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2

Whitehead, Shawna L. "Preschool Impact on Emergent Literacy in Kindergarten Students: A Case Study." Miami University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=miami1532347290748974.

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3

Boultwood, Bridget. "Trauma and attachment: the impact of domestic violence on preschool children." Boultwood, Bridget (2004) Trauma and attachment: the impact of domestic violence on preschool children. PhD thesis, Murdoch University, 2004. http://researchrepository.murdoch.edu.au/427/.

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4

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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5

Partamian, Catherine M. "The impact of child adjustment to preschool on maternal separation anxiety." Fairfax, VA : George Mason University, 2008. http://hdl.handle.net/1920/3229.

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Thesis (Ph.D.)--George Mason University, 2008.<br>Vita: p. 105. Thesis director: Carol J. Erdwins. Submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy in Psychology. Title from PDF t.p. (viewed Aug. 28, 2008). Includes bibliographical references (p. 96-104). Also issued in print.

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McNally, Shelley Ann. "Teacher-Child Relationship Quality: Understanding the Impact of Teacher Beliefs and Behaviors." University of Toledo / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1480433117409618.

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7

LaCour, Misty M. "The impact of a caregiver workshop regarding storybook reading on pre-kindergarten children's readiness for reading." Lynchburg, Va. : Liberty University, 2009. http://digitalcommons.liberty.edu.

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8

Nichols, Annemarie. "Utilizing music to teach basic spatial concepts to preschool children the impact on acquisition /." Muncie, Ind. : Ball State University, 2008. http://cardinalscholar.bsu.edu/380.

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9

Manigo, Catrina Cherry. "The Lived Experineces of Parents and Their Perceptions of Preschool in one neighborhood in Eastern Virginia." Diss., Virginia Tech, 2016. http://hdl.handle.net/10919/79629.

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According to the United States Department of Education, approximately 4,172,347 four year olds are eligible to attend publicly funded preschool programs. Of this number, only 1,709,607 of those eligible are enrolled in a publicly funded preschool program (U.S. Department of Education, 2014). Because of a lack of quantitative and qualitative data regarding parents' positive and negative attitudes and beliefs about preschool, misconceptions arise regarding parental decisions to support or not to support their child's academic, social and emotional development prior to kindergarten. In a large

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Moschovaki, Eleni. "Teachers' story reading styles and their impact on young children's language, attention, participation and cognitive engagement." Thesis, University of Bristol, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.336831.

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11

Nathans, Laura L. "The Impact of HIPPY on Maternal Self-Efficacy." Thesis, University of North Texas, 2014. https://digital.library.unt.edu/ark:/67531/metadc699852/.

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Parenting self-efficacy refers to the ability of parents to have confidence in their abilities to effectively parent their children. Parenting self-efficacy can be divided into two types: (a) general parenting self-efficacy, which is defined as a parent’s overall sense of ability to effectively parent; and (b) task-specific parenting self-efficacy, which is defined as a parent’s confidence level to perform specific parenting tasks, such as teaching and nurturing (tested in this study). The study applied Bronfenbrenner’s bioecological theory to an analysis of (a) the effect of the HIPPY prog

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12

Hallkvist, Isabelle, and Elin Nilsson. "The Impact of Insulation Materials on a Climate Declaration : A Study of a Swedish Preschool." Thesis, Linköpings universitet, Industriell miljöteknik, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-178196.

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To reach the net-zero carbon goal by 2045, the Swedish government want to push the building and construction sector to lower their greenhouse gas emissions. This push is performed by implementing a law requiring building developers to perform a climate declaration over greenhouse gas emissions, to receive a building’s final clearance. The climate declaration is limited to only include emissions from material extraction until completed building. However, there is a varying knowledge level in the industry regarding how to perform a climate declaration as well as how different materials impact th

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13

Roantree, Anne Elizabeth, and n/a. "Policy changes, the impact on preschool staff and a way forward in the provision of early childhood services : a case study in the ACT." University of Canberra. Teacher Education, 1998. http://erl.canberra.edu.au./public/adt-AUC20061107.141351.

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In recent years Australia has seen a national change in policy focus for the provision of early childhood services. The change has been from delivery of a discrete education model of sessional preschool to a diverse range of services to families. This policy focus is reflected in the Australian Capital Territory (ACT). There has been a move from a discrete preschool provision by the Department of Education and Training to a more cohesive early childhood approach by Children's Services Branch within the expanded Department of Education and Training and Children's, Youth and Family Services Bure

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14

Leary, Patricia Wootten. "An Analysis of the Impact of Selected Structures of the Virginia Preschool Initiative on PALS Pre-K Program Summary Scores for At-Risk Preschool Students in Virginia." Diss., Virginia Tech, 2007. http://hdl.handle.net/10919/28042.

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This study examines the impact of selected structures of the Virginia Preschool Initiative on reading readiness in at-risk preschool students in the state of Virginia. The Virginia Preschool Initiative is designed to prepare at-risk four-year-olds for success in kindergarten. According to the Virginia Department of Education, "The purpose of the grants is to reduce disparities among young children upon formal school entry and to reduce or eliminate those risk factors that lead to early academic failure." (Virginia Department of Education, 2005) The independent variables are the specific cur

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15

Short, Lindsey Anne. "Impact of the effective Black parenting program on the behavior problems of African American preschool children." College Park, Md. : University of Maryland, 2006. http://hdl.handle.net/1903/3565.

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Thesis (M.S.) -- University of Maryland, College Park, 2006.<br>Thesis research directed by: Dept. of Family Studies. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.

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16

Pentimonti, Jill Marie. "Meeting the Needs of All Children: The Use and Impact of Scaffolding in the Preschool Classroom." The Ohio State University, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=osu1306336860.

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17

Nielsen, Ida Kristine Meling. "The impact of temperamental dimensions on change in symptoms of oppositional defiant disorder from preschool to first grade." Thesis, Norges teknisk-naturvitenskapelige universitet, Psykologisk institutt, 2014. http://urn.kb.se/resolve?urn=urn:nbn:no:ntnu:diva-25250.

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Oppositional defiant disorder (ODD) is often present already at preschool age. Previous research has established the association between temperament and broad categories of behavioral disorders. However, no longitudinal research has studied the potential impact of temperament on changes in ODD symptoms in preschool and early school years. Two birth cohorts of 4-year olds living in the city of Trondheim, Norway, were screened for emotional and behavioral problems and a subsample oversampled for such problems was drawn to take part in the study; 82.1% consented. Parents of 1000 children were int

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18

Ielasi, Rachel Lillian. "Preschool children with externalising behaviour problems : their effects and impact on parental health, stress, emotions and time /." Title page, table of contents and abstract only, 2003. http://web4.library.adelaide.edu.au/theses/09ARPS/09arpsi229.pdf.

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Cueto, Santiago, and Juan José Díaz. "The impact of preschool programs in the achivement of first graders in elementary public schools of Lima." Pontificia Universidad Católica del Perú, 2013. http://repositorio.pucp.edu.pe/index/handle/123456789/102588.

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One of the major educational problems in Peru is the low level of efficiency attained in elementary schools. In this paper we analyze the impact of two types of preschool programs, Centros de Educación Inicial (CEI) and Programas No Escolarizados de Educación Inicial (PRONOEI). We carried out a retrospective survery in nine public schools in Lima that had a high repetition rate. Among children with preschool education at CEI the probability of getting a higher achievement increases in 25% in language and 22% in mathematics. Among children with preschool education at PRONOEI, the probability of

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20

Todd, Melissa Farino. "Literacy and Behavior in Early Childhood: Exploring the Factors that Impact Achievement." Scholar Commons, 2010. https://scholarcommons.usf.edu/etd/1791.

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Academic achievement has been the focal point in education for decades. In 2001, an Act of Congress was proposed to improve individual outcomes in education through evidenced based research using measurable goals, higher standards, and accountability. This federal legislation, known as the No Child Left Behind Act of 2001, mandates that all teachers be highly qualified by 2006 and that all students become proficient by the 2013/14 school year, specifically in the area of literacy. Consequently, kindergarten readiness has become an area of concern, thus placing preschool teachers under pressure

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21

Jasmin, Emmanuelle. "Impact of sensory responses and motor skills on functional skills in activities of daily living of pre-school children with autism spectrum disorders." Thesis, McGill University, 2007. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=101853.

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Background. In children with autism spectrum disorders (ASD), sensori-motor development and functional skills in activities of daily living (ADL) remain little explored in comparison to the other domains of development. Objectives. To determine the impact of sensori-motor skills on functional skills in ADL of preschool children with ASD, and to examine their type of sensory responses, their motor skills and their functional skills in ADL. Methods. This project is a pilot and cross-sectional study. Thirty-five children with ASD, three to four years of age, have been recruited and assessed. Cont

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22

Wright, Teresa. "Impact of the Education Level of Voluntary Prekindergarten Teachers upon Kindergarten Student Readiness Rates." Doctoral diss., University of Central Florida, 2012. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5580.

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This study addressed the problem of insufficient information concerning the impact of variability in requirements and credentials for Florida Voluntary Prekindergarten (VPK) teachers statewide on VPK program quality. This study examined the variance in the professional credentials of VPK lead instructors in Florida school districts and whether or not this variability makes a significant difference in program quality as measured by VPK Provider Kindergarten Readiness Rates. Analysis of variance (ANOVA) and analysis of covariance (ANCOVA) statistical tests were conducted, as appropriate, for

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23

Lau, Vi-vian. "The impact of training in inclusive education on the attitudes of Singapore preschool teachers towards children with disabilities /." [St. Lucia, Qld.], 2005. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe19109.pdf.

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24

Pebly, Melissa. "Impact of Professional Development on Accessible Early Literacy Content for Preschool Children with Disabilities in Public Library Storytime." PDXScholar, 2019. https://pdxscholar.library.pdx.edu/open_access_etds/5005.

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Library storytime programs provide opportunities for preschool children to develop readiness skills in early literacy that are linked in research to later success in learning to read and write. Children with disabilities that do not demonstrate school readiness skills upon entry to kindergarten are often placed in self-contained special education settings where opportunities to learn to read and write are diminished. English Language Learners (ELL) who have disabilities face additional challenges in benefiting from the models of language that are optimal for learning literacy when placed in se

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Myrtil, Maureen Joyce. "Change in Family Involvement Across the Preschool and Kindergarten Years: Impact on Children’s Academic and Social-Emotional Development." The Ohio State University, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1555659411228353.

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26

Austin, Patrice Monique. "Student achievement in relationship to the impact of preschool teacher qualifications and teacher accountability on kindergarten readiness in Atlanta, Georgia." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 2008. http://digitalcommons.auctr.edu/dissertations/5.

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The study examines the relationship between preschool teacher qualifications, preschool teacher accountability, and it impact on kindergarten readiness in Atlanta, Georgia. The independent variables are preschool teacher work setting, teacher qualifications, teacher professional development, and teacher accountability. The dependent variable is the degree to which the indicator of kindergarten readiness as measured by the Rrisance Screening Instrument. A quantitative survey was distributed to one hundred teachers of four-year-old students in Atlanta, Georgia. Sixty-two teachers of four-year-ol

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27

El-Ashwah, Zeinab Saleh. "An economic investigation of the impact of maternal socio-economic factors on nutritional status of preschool children in Egypt." Thesis, Cardiff University, 1990. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.316327.

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28

Gross, Susan I. "The Impact of Education and Experience on Diagnostic Accuracy." Case Western Reserve University School of Graduate Studies / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=case1433424760.

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29

Holstius, Laura J. "Examining the impact of a little book intervention on the early literacy skills of children in Head Start via the individual growth and development indicators /." View online, 2008. http://repository.eiu.edu/theses/docs/32211131458618.pdf.

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30

García, Maria G. "The impact of the Home Instruction for Parents of Preschool Youngsters (HIPPY) program on reading, mathematics, and language achievement of Hispanic English language learners." Thesis, University of North Texas, 2006. https://digital.library.unt.edu/ark:/67531/metadc5227/.

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This study sought to answer if the Home Instruction for Parents of Preschool Youngsters (HIPPY) program had a positive academic impact on Hispanic English language learners (ELL). HIPPY is a free, 2-year, home-based early intervention program for 4-and 5-year-old children. The program is intended to provide educational enrichment to at-risk children from poor and immigrant families, increase school readiness, and foster parent involvement in their children's education. A quasi-experimental design and quantitative measures were used to measure the academic success of Hispanic ELL students in re

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Pierman, Eleanor L. "Wiggle Room: The Impact of Dance on Pre-K Children with Special Needs." The Ohio State University, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=osu1468414976.

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32

Kozakowski, Sandra Sepulveda. "The impact of early caregiving experiences and current caregiving influences on self-regulation skills in adopted preschoolers." Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file 0.54 Mb., 68 p, 2006. http://proquest.umi.com/pqdlink?did=1172114021&Fmt=7&clientId=79356&RQT=309&VName=PQD.

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33

Aranda, Christina. "An Ecological Investigation of Contextual Factors and Cognitions that Impact Parental Responsivity for Low-Income Mothers of Preschool-Age Children." Thesis, University of Oregon, 2013. http://hdl.handle.net/1794/13399.

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Parental responsivity can profoundly influence developmental trajectories and child outcomes. This study aimed to learn more about the contextual risk and protective factors that influence parental self-efficacy (PSE), depression, parenting stress, and subsequent parental responsivity in low-income mothers of preschoolers. Two models predicting responsivity were tested using longitudinal data (N = 307) from the Early Steps Multisite Study. Predictors included: parent ethnic discrimination, SES discrimination, neighborhood danger, satisfaction with social support, overall life satisfaction, nei

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34

Datar, Ashlesha. "The impact of changes in kindergarten entrance age policies on children's academic achievement and the child care needs of families." Santa Monica, Calif. : Rand, 2003. http://www.rand.org/publications/electronic/ed.html.

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35

Li, Xiao Min. "Impact of preschool language abilities and literacy activities inside school on later reading achievement : evidence from PIRLS with Hong Kong sample." Thesis, University of Macau, 2010. http://umaclib3.umac.mo/record=b2178502.

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36

Walton, Jodie M. "Evaluating the impact of a tablet-based intervention on the mathematics attainment, receptive language and approaches to learning of preschool children." Thesis, University of Nottingham, 2018. http://eprints.nottingham.ac.uk/53872/.

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Hand-held technology is increasingly being used in educational settings as a medium of instruction for young children (Hubber et al., 2016). Although the evidence base is developing, little is currently known about the effectiveness of mathematics interventions delivered through tablet technology, particularly for preschool children in the UK. The present research evaluates the impact of the onebillion tablet-based intervention on the mathematics attainment, receptive language and positive 'approaches to learning' of 3-4 year old children. An embedded mixed methods design was used in this stud

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37

Callahan, Kristin Leigh. "Disrupting the impact of socio-contextual disadvantage on school readiness skill attainment among preschool children: The role of Head Start attendance." ScholarWorks@UNO, 2010. http://scholarworks.uno.edu/td/1130.

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Created in 1965, Head Start is the longest running national school readiness program in the United States. Head Start was developed to improve children's social and academic readiness for kindergarten and to reduce the academic achievement gap between impoverished and more affluent children. However, questions about the effectiveness of Head Start have trouble the program since its inception. Head Start children often experience considerably more sociocontextual risk, specifically in the form of more economic disadvantage, maternal psychological distress, and dangerous neighborhoods. The goal

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38

Triplett, Kimberly Mechelle. "Understanding the impact of technical assistance on early care and education sites in Mississippi rural communities." Diss., Mississippi State : Mississippi State University, 2009. http://library.msstate.edu/etd/show.asp?etd=etd-04012009-092951.

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39

Lipp, Amanda KR. "Improving Head Start Teachers' Concept Development: Long Term Follow-Up of a Training Program and Differences in Program Impact." TopSCHOLAR®, 2016. http://digitalcommons.wku.edu/theses/1604.

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Children from a low socioeconomic status (SES) home environment are typically exposed to less vocabulary during the first few years of life and experience higher rates of poor school readiness, particularly in emergent literacy skills, when compared to middle-class peers (Bowey, 1995; Hart & Risley, 2003; Whitehurst, 1997). Early childhood education programs designed to expose this group to cognitively challenging utterances have found that low SES children tend to make greater gains in vocabulary development compared to middle-class peers (Justice, Meier, & Walpole, 2005).

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40

Hung, Nga-yan Janet, and 孔雅欣. "The impact of Hong Kong pre-primary education voucher scheme on teachers professional development." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2010. http://hub.hku.hk/bib/B50176742.

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This research aims to determine whether the voucher scheme in Hong Kong would really increase professional development of Hong Kong early childhood teachers, and to see how the teachers will react to this change. Few studies have been conducted on how the voucher system affects the teachers. A qualitative approach was employed where a total of twelve teachers and four principals from the four kindergarten schools were asked to participate in the study. The results of the study show that teachers from the different kindergartens were having more convergent views about the pre-primary education

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Abdulaziz, Noor Amal Saud. "Evaluation of Texas Home Instruction for Parents of Preschool Youngsters Program on Reading and Math Achievement for Grades K to 8." Thesis, University of North Texas, 2019. https://digital.library.unt.edu/ark:/67531/metadc1538753/.

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This study was intended to evaluate the impact of socioeconomically disadvantaged children's participation in the Texas Home Instruction for Parents of Preschool Youngsters (TX HIPPY) Program on their school readiness and academic achievement. The study used a quasi-experimental design and applied full and optimal propensity score matching (PSM) to address the evaluation concern of the impact of the TX HIPPY program on HIPPY participants' academic achievement compared to non-HIPPY participants. This evaluation targeted former HIPPY participants and tracked them in the Dallas ISD database throu

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42

Avila, Rosa M. "The Getting Ready to Learn Program: An Impact Report." [Tampa, Fla] : University of South Florida, 2008. http://purl.fcla.edu/usf/dc/et/SFE0002405.

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Smith, Audley Edward. "A critical examination of the impact of school principals' leadership on the academic achievement of African American males in preschool through third grade." Oxford, Ohio : Miami University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1228937687.

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Evangelopoulou, Polyxeni. "A case study on Maths Dance : The impact of integrating dance and movement in maths teaching and learning in preschool and primary school settings." Thesis, Stockholms universitet, Institutionen för pedagogik och didaktik, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-117682.

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The use of kinaesthetic experiences associated with dance to support learning of curricular mathematics has been little represented in the available literature. Maths Dance is an approach to teaching and learning mathematics through dance and movement. The objectives of the study are related to assessing the impact of Maths Dance on students’ cognitive, affective and physical developmental areas in preschool and primary school settings. The investigation of the case study on Maths Dance took place in London, UK, with the participation of four teaching staff members, who were interviewed in det

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Byer, Daniel G. "The impact of Hatha yoga training on teachers' outcome ratings of coping and self-regulation behaviors in inner-city at-risk preschoolers a pilot study /." Theological Research Exchange Network (TREN), 2007. http://www.tren.com/search.cfm?p088-0173.

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46

Bucher, Tina. "Ledarskapets betydelse för förskollärares upplevda stress i arbetet. : Jämförelsestudie mellan en kommunal förskola ochen föräldrakooperativ förskola." Thesis, Högskolan i Gävle, Avdelningen för utbildningsvetenskap, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-20424.

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Stress är ett vanligt problem inom näst intill alla yrken och arbeten men som ofta inte upptäcks i tid. På grund av psykiska besvär och sjukdomar har sjukskrivningar ökat påtagligt under följande år. Psykisk ohälsa och stress i arbetslivet har visat stor ökning generellt under 1990-talet. Vi behöver blicka framåt och tänka förebyggande och barnen är vår framtid. Förskollärare har en viktig roll i barnets utveckling och grund till livslångt lärande vilket gör det därför viktigt att identifiera vad som orsakar att de upplever stress i arbetslivet. Syftet i denna studie var att undersöka ledarska

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47

Egert, Franziska [Verfasser], and Hans-Günther [Akademischer Betreuer] Roßbach. "Meta-analysis on the impact of in-service professional development programs for preschool teachers on quality ratings and child outcomes / Franziska Egert. Betreuer: Hans-Günther Roßbach." Bamberg : Otto-Friedrich-Universität Bamberg, 2015. http://d-nb.info/1081935197/34.

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Gratz, Debra M. "Measuring the Impact of the Success by Six Program: Influence on Academic Gains and School Readiness." Youngstown State University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1370344475.

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49

Gilchrist, Chelsea L. "The Impact of Intergenerational Programs: Evidence for Expansion." Miami University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=miami1400242361.

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Cheng, Yi-Ju. "Impact of Child-centered Group Play Therapy on Social-emotional Assets of Kindergarten Children." Thesis, University of North Texas, 2015. https://digital.library.unt.edu/ark:/67531/metadc804822/.

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Early childhood is a critical period during which children develop social-emotional competence that will affect future success. Developing social-emotional assets is of importance for kindergarten children because of their concurrent cognitive and social changes as well as the experience of transitioning from home to school environment. A growing number of schools have adopted social-emotional learning (SEL) programming to focus on fostering children’s prosocial behaviors through direct instruction and engaging activities in classroom settings. However, some researchers have proposed that le

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