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Concept Maps in Early Childhood Literacy Classrooms
No full textTeaching and Learning Department capstone projectThis paper explores the use of concept maps in early childhood literacy classroom, with particular emphasis on specific methods that teachers can apply. Concept maps--as visual organizers that can enrich students' understanding of a new concept-- are often used in middle schools, high schools, and universities. However, due to young children’s academic and cognitive level, concept mapping has a limited use in early childhood classrooms. Drawing on both theoretical and empirical research by scholars and practitioners, the paper discusses instructional strategies and challenges of using concept maps in early childhood classrooms. The paper summarizes research from cognitive theory, developmental psychology, and information processing theory to provide a theoretical framework for understanding how concept maps might be incorporated into a early childhood literacy curriculum. Then, by synthesizing the existing researches on concept mapping, the paper attempts to explore instructional strategies and challenges in teaching concept maps. Implications for further implement of concept maps are discussed in the end.Department of Teaching and LearningPeabody College of Education and Human Developmen
Children Coping with Cancer: Cross-Sectional and Prospective Relations between Parenting Behaviors and Children’s Coping
No full textChild development honors research thesis about the impact of parenting behaviors on children coping with cancer.
Course #: PSY-PC 2990 (Honors Research). Title: Children Coping with Cancer: Cross-Sectional and Prospective Relations between Parenting Behaviors and Children’s Coping. Advisor: Dr. Bruce CompasObjective. Children diagnosed with cancer face numerous sources of stress and are at risk for emotional problems such as anxiety and depression. Parenting behavior and children’s coping are two important factors that may impact children’s adjustment to cancer. The purpose of the current study is to examine cross-sectional and prospective relations between mothers’ parenting behaviors and children’s coping in a sample of childhood cancer patients. Methods. Children ages 5-17 who had recently been diagnosed with new or relapsed cancer (n=108) and their parents were recruited from two hospitals in the Southern and Midwestern United States. Child and parent reports of parenting behaviors and child’s coping were obtained at two time points: near diagnosis (T1) and 12 months after diagnosis (T2). Results. Significant cross-sectional and longitudinal associations of parental warmth and parental psychological control with children’s coping were found near the time of child’s cancer diagnosis and one year later. These findings have the potential to guide future intervention studies to enhance adjustment outcomes for children with cancer by using parenting as an avenue to improve children’s coping.Vanderbilt UniversityPsychology and Human DevelopmentPeabody CollegeThesis completed in partial fulfillment of the requirements of the Honors Program in Psychological Science
The Role of Trait Emotional Intelligence in Buffering
No full textThis thesis was completed as part of the Psychology Honors Program under faculty advisor Dr. Leslie Kirby. The study aims to explore how emotional intelligence may be related to protection against stress, or buffering, and if positive mood also influences this relationship.Narrowing in on coping and stress management aspects of trait emotional intelligence,
this study aims to explore how emotional intelligence may be related to buffering, which
is one’s ability to subjectively shield off stress. Building on a previous study, it also aims
to disentangle whether trait emotional intelligence alone influences buffering or whether
a state interaction, such as positive mood is also required to induce buffering. The study
was divided into two parts and consisted of 45 Vanderbilt undergraduate students. The
study found marginally significant results regarding emotional intelligence (specifically,
clarity and attention) improving task performance and stress recovery when interacting
with mood condition. Although the results fail to support the main hypothesis, they offer
promising insights for future studies.Vanderbilt UniversityPsychologyCollege of Arts and ScienceThesis completed in partial fulfillment of the requirements of the Honors Program in Psychological Science
Saussure and Sherlock, Derrida and the Detective: A Semiotic and Deconstructive Interpretation of the Classic Detective Fiction Genre
No full textEnglish Department Honors Thesis.In this thesis, I will read detective fiction, particularly from the Holmes canon, in light of two linguistic and philosophical theories: the theory of semiotics expounded by Swiss linguist Ferdinand de Saussure (1857-1913) in his book Course in General Linguistics (originally published in 1916); and French philosopher Jacques Derrida’s (1930-2004) theory of deconstruction, particularly as it pertains to Saussure’s semiotics, which was articulated in several books, including Of Grammatology, published in the late 1960s. Through these perspectives, I will demonstrate how detective fiction parallels and allegorizes these theories, revealing subtle facets and complexities of a genre that is much more than predictable whodunit plots.Vanderbilt UniversityEnglish DepartmentCollege of Arts and Scienc
TESOL Standards for Adults and College English Curriculum Requirements in China
No full textTeaching and Learning Department Capstone ProjectIn this capstone essay, I will compare College English Curriculum Requirements (Department of Higher Education of MOE of P.R. China, 2007) and Standards for ESL/EFL Teachers of Adults (TESOL Inc., 2008). Factors leading to similarities and differences between the two will be analyzed and presented. This comparative study will result in informed suggestions for the Chinese standard to better facilitate college English curriculum reform in China. These suggestions are based on selected ideas from the TESOL standard that are also applicable to the Chinese context. The TESOL standard is appropriate to compare with the Chinese standard because it aims at helping ESL/EFL teachers worldwide to achieve professional excellence, including Chinese college English teachers. The major focus of this essay is a critical discussion of three shared elements in the two standards: the learner, content, and assessment. Discussions from these three areas lead to the major findings of this capstone essay: (1) the differences between the Chinese standard and TESOL standard can be explained by the specific linguistic and sociocultural contexts from which they developed; (2) the similarities between the two reflect the fact that they are both derived from a broader TESOL context; (3) and there are potentially beneficial ideas from the TESOL standard that can be used to improve the Chinese standard after a careful consideration of the first two findings.Department of Teaching and LearningPeabody College of Education and Human Developmen
The Vanderbilt Review 2014; Volume XXVIII
No full textVanderbilt’s official undergraduate literary and arts journal including refereed work in fiction, poetry, drama, art, and photography from students, alumni, and University affiliates
School Culture that Facilitates the Inclusion of Students with Autism Spectrum Disorder in Mainstream Classrooms
No full textTeaching and Learning Department Capstone ProjectAutism prevalence is rapidly increasing in the United States, and more and more general education teachers are finding children diagnosed with Autism Spectrum Disorder (ASD) included in their classrooms. While these students frequently have the capacity to perform academically, they often need extra social and behavioral support. This paper seeks to establish the kind of school environment that is most beneficial for the social and behavioral development of students with autism and their typically developing peers in the mainstream classroom, as well as how the general education teacher can be supported in establishing this environment. With three primary learners in mind – the student with ASD, the typical peer, and the general education teacher – the inclusion setting is explored, the curricular needs of each learner are identified, and goal setting and assessments are discussed. Two whole-school, tiered models provide promising structures for helping address many of these elements. Effective inclusion of children with autism in the mainstream classroom requires consideration of all of these elements; implications are discussed.Department of Teaching and LearningPeabody College of Education and Human Developmen
Pittsburg Landing, (Shiloh,) and the investment of Corinth : drawn from original sources, official reports, etc.; with anecdotes, incidents, etc.
No full textIntroduction signed "O.J.V."
Cover missing
Capitalizing on Strengths and Understanding Needs: Creating Effective Literacy Instruction, Activities and Curriculum with High School Refugee Students in English Language Arts
No full textTeaching and Learning Department Capstone ProjectThis capstone paper presents a look into the high school refugee learner. Drawing upon the strengths and needs of the learner, this paper highlighted the learning contexts, instructional practices, curriculum ideas and necessary assessment to maximize learning.Department of Teaching and LearningPeabody College of Education and Human Developmen