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Rozprawy doktorskie na temat „Early learning policy”

Autor: Grafiati

Data publikacji: 2 czerwca 2025

Data aktualizacji: 31 lipca 2025

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1

Spears, Lachlan T. "Early career teachers’ experiences with assessment for learning in Western Australian secondary schools." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2022. https://ro.ecu.edu.au/theses/2608.

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International research suggests that when teachers enact Assessment for Learning (AfL) they can greatly improve student outcomes. In Australia, the Australian Institute for Teaching and School Leadership’s Professional Standards for Teachers mandates that teachers regularly engage with assessment, reporting and ongoing professional learning (PL). However, little is known about the perspectives and practices of early career teachers (ECTs) who are challenged to enact AfL and develop assessment literacy (AL) in complex policy and school contexts within Western Australia (WA). In this study, ECTs

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Facaros, Parra Michelle. "Teachers' Perceptions of How California's Transitional Kindergarten Program Under Senate Bill 1381 Prepares Students for Improved Learning Outcomes in Kindergarten." Thesis, California State University, Long Beach, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10286003.

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<p> Transitional kindergarten (TK) is the 1st year of a 2-year kindergarten program. It follows the requirements of California Senate Bill 1381 in providing a modified kindergarten curriculum that is both age and developmentally appropriate. The Kindergarten Readiness Act of 2010 changed the required entry age for admittance to kindergarten and first grade and developed a TK program to implement throughout districts. The criterion to enter a TK program is that students must turn 5 between the months of September 2 and December 2. The TK program is designed to place emphasis on developing cogni

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Wolfe, Amy D. "West Virginia's Universal Preschool Program: The Relationship between Child Characteristics and Early Learning Scale (ELS) Growth." Ohio University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1399626124.

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Arikan, Arzu. "An interpretivist approach to understanding technology policy in education sociocultural differences between official tales of technology and local practices of early childhood educators /." Connect to resource, 2005. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1124288635.

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Thesis (Ph. D.)--Ohio State University, 2005.<br>Title from first page of PDF file. Document formatted into pages; contains xi, 296 p.; also includes graphics (some col.). Includes bibliographical references (p. 266-287). Available online via OhioLINK's ETD Center

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Vallabh, Priya. "How policy discourses and contextual realities influence environmental teaching and learning processes in early childhood development: a case study of the Raglan Road child care centre." Thesis, Rhodes University, 2005. http://hdl.handle.net/10962/d1003441.

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This case study considers the relationship between context, school policy and environmental teaching and learning processes at a community-based early childhood development centre in South Africa. The study recognises that educational practices in the early childhood development field are shaped by historical, cultural, economic and political realities at both local and national levels. It is from the understanding that each school is a unique composition of these shaping factors that the research was designed to consider the community-based school participating in this study. By compiling a c

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Mcelhinney, Norah. "Teacher educator commitment to early Modern Foreign Language (MFL) teaching and learning in the education systems of England, France and Scotland." Thesis, Bordeaux, 2018. http://www.theses.fr/2018BORD0367/document.

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Cette thèse examine comment se manifeste l’engagement des formateurs d’enseignants en langues vivantes étrangères (LVE) qui interviennent dans la formation initiale des enseignants du primaire au regard des défis et des obstacles que ces derniers rencontrent. L’étude qualitative est située dans trois systèmes éducatifs différents de l’Union européenne : l’Angleterre, la France et l’Écosse. L’alignement idéologique des décideurs politiques européens avec l’agenda néolibéral remet explicitement en question l’engagement, les standards professionnels et les valeurs communes à la profession de form

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Coimbra, Bruno Alexandre Miranda. "A implementação de políticas públicas na prevenção e combate ao abandono escolar." Master's thesis, Instituto Superior de Ciências Sociais e Políticas, 2012. http://hdl.handle.net/10400.5/4612.

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Dissertação de Mestrado em Administração Pública na Especialização em Administração da Educação<br>Em Janeiro de dois mil e onze a comissão europeia propôs, através de uma proposta de recomendação aos estados europeus, que os estados adoptassem políticas de prevenção de um fenómeno que apesar de ter vindo a diminuir ainda apresenta, em alguns países como Portugal e Malta, valores muito elevados. Os governos sucessivos têm vindo a promover programas nacionais de combate ao abandono escolar mas segundo Grilo (2010) os programas acima citados deveriam ser elaborados mais ao nível local e em funçã

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Vuksanovich, Monica Lee. "The FLES teacher's voice: a case study examining the impact of the No Child Left Behind Act on elementary school foreign language teachers." Diss., University of Iowa, 2009. https://ir.uiowa.edu/etd/270.

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This study examines the perceptions of foreign language elementary school (FLES) teachers under current federal education legislation, specifically the No Child Left Behind Act (NCLB) of 2001. The study data was collected during the fall of 2008, while Congress continued to debate the reauthorization of NCLB and just prior to the U.S. presidential election. The study gives voice a traditionally under-researched group of teachers, elementary school foreign language teachers. Inner-city public FLES teachers at Murray Language Academy, a Chicago (Illinois, U.S.A.) Public School (CPS), shared thei

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Schiavone, Vincent J. Schiavone. "The Impacts of Social-Emotional Competence and Other Student, Parent, and School Influences on Kindergarten Achievement." Kent State University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=kent1541520363873191.

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Al-Maadheed, Fatma G. "Models of bilingual education in majority language contexts : an exploratory study of bilingual programmes in Qatari primary schools." Thesis, University of Oxford, 2012. http://ora.ox.ac.uk/objects/uuid:7f6a4391-449c-4f6f-b5da-ee05c64064f6.

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The purpose of this thesis was to explore and describe how bilingual programmes are organized and implemented within the unique linguistic and socio-economic case of Qatar. Specifically the thesis explored bilingual programs offered by two types of primary schools in Qatar: international schools and independent schools. Qatar launched a new initiative for educational development in 2001 but with hardly any research linked to these changes. The study was positioned within a qualitative interpretive tradition drawing on elements of ethnography and grounded theory as tools of methodology. However

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Bobeczko, Daniel S. Jr. "A Phenomenological Study of Kindergarten Teacher Perceptions of Standardized Testing and its Influence on Curriculum, Instruction, and Assessment." Cleveland State University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=csu1449343351.

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Aguiton, Rhonda Lisa. "The Relationship Between Student Engagement, Recess and Instructional Strategies." Bowling Green State University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1344449012.

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Silva, Simone de Oliveira Andrade. "Políticas da educação infantil e o ensino da matemática." Pontifícia Universidade Católica de São Paulo, 2013. https://tede2.pucsp.br/handle/handle/16070.

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Made available in DSpace on 2016-04-28T20:56:34Z (GMT). No. of bitstreams: 1 Simone de Oliveira Andrade Silva.pdf: 1363082 bytes, checksum: 9d97d5f1cb68b0ecbdeedbcd4c5deb14 (MD5) Previous issue date: 2013-04-15<br>Conselho Nacional de Desenvolvimento Científico e Tecnológico<br>This paper aimed to identify guidelines as defined by the Brazilian Curriculum Directives for Early Childhood Education to the teaching and learning of mathematics persisted as guidance of teacher s work. The policy cycle approach, formulated by Stephen Ball and Richard Bowe, that presents the debate around to the ana

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Shepherd, Jaclyn Sandra. "Music content in state early learning guidelines: a content analysis." Thesis, 2015. https://hdl.handle.net/2144/15203.

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As a result of the Good Start, Grow Smart Initiative (GSGS) in 2002, states began developing Early Learning Guidelines (ELGs), which are utilized by state funded programs for children ages 3 to 5. Although GSGS recommended that states include literacy, language, and pre-reading skills in ELGs, many states developed more comprehensive documents that included broader ranges of skills and activities consistent with each state's conceptualization of what constitutes quality learning environments for this age group. Consequently, music content, if included in ELGs, may vary from state to state. T

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Casper, Julie. "Understanding the Nexus Between Early Learning and Development Standards, Emergent Bilingual Learners, and Language Policy in Boston, Massachusetts." Thesis, 2021. https://doi.org/10.7916/d8-79xf-sx22.

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This study explored the interplay between early learning and development standards (ELDS) and emergent bilingual learners (EBLs) in PreK classrooms in Boston, Massachusetts. The study explored how preschool teachers and policy experts understand ELDS, and how teachers integrate ELDS with their practice generally, and specifically with regard to EBLs. To do so, it sought to understand the ways in which EBLs are positioned in Massachusetts’ ELDS; how ELDS are understood, perceived, and enacted in general education, sheltered English immersion (SEI), and dual language PreK classrooms; and how sta

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Kasai, Kenji, and 葛西健二. "The Translation of Aboriginal Policy and Aborigine Hand Police Officers during the early, middle Japanese Period in Taiwan –The Changing Role and Language Learning–." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/54647006913753734297.

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碩士<br>淡江大學<br>日本語文學系碩士班<br>99<br>In this thesis, I have focused on the translation of aboriginal policy and Aborigine Hand Police Officers during early, middle Japanese colonial period in Taiwan, and this thesis is to analyze the changing role of aborigine hand police officers and aboriginal language learning. In 1897, Governor-General of Taiwan initiated collect aboriginal language in order to communicate with aborigine. However, there was not issued as a book. The staff in aboriginal administration directly from the aborigine to learn aboriginal language. Governor-General of Taiwan also us

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Bell, Caron Gayle. "Parents' Day-to-day Involvement and Challenges with the Early Learning and Care System: Implications for Policy and Practice." Thesis, 2011. http://hdl.handle.net/1807/29920.

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In Canada and internationally, policy makers are moving towards more comprehensive and integrated service delivery models for early learning that include parent involvement and support as integral to their design. The current study was part of an ongoing evaluation of the Best Start project in Peel Region, a municipality in the Greater Toronto Area (GTA). Best Start aims to integrate preschool, junior/senior kindergarten, child care, public health and parenting programs into a seamless, easily accessible early child development system. This study examined whether parents with kindergarten c

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Croker, Chanel. "Young children's early learning in two rural communities in Tanzania : implications for policy and programme development : a case study." 2007. http://arrow.unisa.edu.au:8081/1959.8/42989.

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Based on the lessons learned from the participating communities, the findings of this study confirm that the Tanzanian Government's aspirations for developing Early Childhood Care and Education (ECCE) policies and programmes that build on the strengths of indigenous child-rearing knowledge and practices are not only viable but achievable. What is required is a serious commitment from government to negotiated policy and programme development processes starting with families and communities. As indicated by the study community members, rural families and communities are eager to work together wi

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"Social-Emotional Development and Approaches to Learning Skill Development Through the Lens of School Readiness Policy and Practice In Arizona: A Case Study." Doctoral diss., 2015. http://hdl.handle.net/2286/R.I.29843.

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abstract: This small case study reviewed research literature and Arizona standards and assessments utilized in the early learning continuum, with a focus on holistic development, specifically in the areas of social-emotional development and approaches to learning skill development. This conversation has become especially prevalent in the state of Arizona in light of initiatives around school readiness, and policy changes reflected within the state. Much has yet to be determined concerning how the systems approach works in Arizona local education agencies, specifically the depth, consistency, a

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Tozer, Catharine Clark. "The Development of Team Relationships in Teacher and Early Childhood Educator (ECE) Integrated Staff Teaching Teams in Full-day, Every Day Kindergarten." Thesis, 2012. http://hdl.handle.net/1807/34945.

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This collective case study examined the factors affecting the collaborative relationship between teachers and early childhood educators (ECEs) teaching together in elementary schools as Early Learning Teams in the first year of implementation of full-time kindergarten in Ontario. There are six major adjustments required concurrently by the Ontario government’s new policy in all kindergarten classrooms: team-teaching (sharing instruction, not just classroom management); supporting ECEs as new staff; changing from theme-based to inquiry-based; balancing the School District’s literacy goals with

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Naidoo, Balendran. "An evaluation of school readiness in an informal settlement." Diss., 2000. http://hdl.handle.net/10500/17556.

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School readiness is a stage in a child's development when he learns easily and effectively. A child who is not yet ready for school on school entry is already at a disadvantage in the formal learning situation. This in itself can affect his school performance in the later years. The researcher, being a primary school teacher noticed that the children from the informal settlements that had no pre-school intervention arrived at school unready to learn. This investigation set out to evaluate the school readiness of children from an informal settlement without a pre-school programme. The

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