544 research outputs found
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Reading in the 21st Century for Students with Individual Education Programs
No full textThe purpose of this study was to evaluate the impact of Raz-Kids and MobyMax on the reading comprehension of 4 th and 5 th grade students with Individualized Education Programs (IEP). With an increasing emphasis placed on using technology inside today’s classroom to both motivate and engage students, this study explored whether either program adequately supported students previously identified with reading comprehension issues. Finally, this research examined the effectiveness of the MobyMax or Raz-Kids programs on improving reading comprehension skills for students with IEPs receiving supplemental reading instruction in a resource setting
Children’s Use of Books During the School Day and the Home Literacy Environment
Get PDFThe purpose of this study was to gain an understanding of children looking at books in the reading area of the classroom and to see if there was a relationship with parent reports of the home literacy environment. Data was collected in a Career Technical School’s laboratory preschool classroom using a checklist for child book engagement. Also used was data from a survey, completed by parents, on the home literacy environment. Specifically of interest was children’s exposure to books as well as their interest in books while at home. The study found that the number of books at home did not have an impact on children choosing to look at books at school. Also, children who showed a low interest in books at school had parents who reported their child had a high interest in books at home
Exploring Technology Usage at Home and the Relationship to the Development of the Tripod Grasp in Kindergarten Age Students
Get PDFThis research explored the development of the tripod/pincer grasp of 16 Kindergarten aged students and the activities these children engaged in when at home, with particular focus on fine motor and technology usage (both passive and interactive). This research used a mixed methods approach, using both classroom observations and a survey filled out by parents of participating students. This research fills a gap in existing research regarding the link between technology use and fine motor control in young children, as very little currently exists. The research found that fine motor activities at home helped facilitate the development of the tripod/pincer grasp at school, whereas large amounts of time spent engaging in passive technologies did not. The research also found that interactive technology was helpful only if the child utilized a stylus over their finger
Head Start Preschool Parent-Teacher Engagement and the Parent’s Transition to Kindergarten
Get PDFThis mixed-method study seeks to better understand the relationships that Head Start preschool teachers have with parents and how those relationships impact a parent’s transition to a public school when their child enters kindergarten. Findings revealed that parents have a deep connection to their child’s Head Start teacher, feel informed and empowered to advocate for their child’s needs. Interviews revealed that parents do not feel as connected to their child’s education in the public school. Recommendations for educators include creating more opportunities for parents to connect to the public school during the supportive Head Start school year
Incorporating Brief Functional Behavior Assessments in a Tier Two Behavior Intervention
Get PDFThe purpose of this mixed methods study was to better understand how FBA information could support students who were currently unsuccessful with their existing check in/check out intervention. Teachers were interviewed to both better understand their perceptions of the existing check in/check out system and query their thoughts on the altered intervention. This study further explored the effect(s) that information, obtained from a brief functional behavioral assessment had when incorporated into an existing tier two behavior intervention system. Students’ standardized test scores and frequency of office discipline referrals were also evaluated
The Association Between Playful Learning at Home and School and the Development of Number Sense
No full textThis study examined the influence playful learning has on the acquisition of mathematical skills related to number sense. Twelve students from a rural kindergarten and their families participated. In school, the children engaged in a play-based learning environment that integrated mathematical skills over a six week period. In the play-based experience students could take on the role of a clerk or a customer in a pretend shoe store. The participants were pre and post tested in number identification, missing number, and quantity discrimination using a standardized tool. Parents were asked to fill out a survey inquiring about mathematical play at home. Children who had experienced fewer playful math experiences at home showed the most growth in number identification across the school year. Further, children with the greatest growth in number identification were more likely to take on the more mathematically challenging role of clerk in the pretend play scenario. Overall, all participants increased their math skills in all three skills measured within this six week period
Kindergarten Transitions: Family Perceptions of a Kindergarten Transition Program
Get PDFWhile there is increasing research surrounding kindergarten transitions there is still a need to explore kindergarten transition guides and families perceptions of these particular experiences. This study explores family perceptions of a kindergarten transition program guide. Furthermore, the study examines families’ prior experiences with kindergarten transitions as they relate to being a part of a new specific kindergarten transition program. The researcher implements pre and post meetings with families surrounding an “All About Kindergarten” parent night. Additionally, surveys are distributed to those who participated in aspects of the transition process. An interview takes place to gain further insight. The conclusions comprise of: 1) Transitions are important to consider not only for the child but for the families as well. 2) It is beneficial to speak in person with a preschool and kindergarten teacher during the transition process. 3) Preschool programs should consider a transition guide that links with public schools
Influential Factors Determine Parental Choice for Preschool Selection
Get PDFThis study investigated what key factors influence the decision of parents and guardians in preschool program selection. The participants were parents/guardians of a small NAEYC accredited child care center located in New England. If high-quality preschools do not meet the desires and needs of the families they are serving, then the parents/guardians will be less likely to enroll their children in the program. (Glenn-Applegate, Justice, & Kaderavek. 2016). The results indicated that quality is the most important factor in the participant’s decision to enroll their child in the program. Other factors that influenced the decision were curriculum, and education of teachers. The results of this work will help aid preschool programs, policy makers, and researchers in creating programs to meet the needs of the community. The results will also raise awareness of the many perspectives that parents have when it comes to preschool quality
A Summer 2017 Update on Maine Politics
No full textMaine’s 2016 elections brought a good deal of change that attracted national attention, including its casting an electoral vote for a Republican for the first time since 1988. Maine’s ballot initiatives brought new policies that attracted widespread attention as well. But what did not change is how Governor Paul LePage has found himself at loggerheads with the state legislature, and also with voters over their choices in the 2016 election. In fact, while a lot of change may have seemed to be in the air both during and after the election, so far what’s remarkable is what hasn’t changed—with the notable exception of Maine’s vote for president
Instructional Coaches in Maine
Get PDFThis research explored several types of instructional coaches currently used in school districts throughout Maine. More specifically, this research examined how those positions are funded and whether those positions can be maintained as an embedded form of professional development for all teachers. Findings indicated that there are multiple avenues that can be used to fund instructional coaches for school districts, however, whether all of these forms of funding can be sustained for districts to cover the operating costs in future years remained unclear