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Direct linkBanerjee, Rashida; Horn, Eva; Palmer, Susan – Journal of Research in Childhood Education, 2020
Young children are often enrolled in either AM (morning) or PM (afternoon) sessions in early childhood programs. However, little research is available on this routine practice. We used multilevel analysis to investigate if there are differences in the literacy, math, and social outcomes for children who participate in AM or PM sessions beyond…
Descriptors: Preschool Education, Preschool Children, School Schedules, At Risk Students
Classen, Audra I.; Horn, Eva; Palmer, Susan – Journal of Early Intervention, 2019
Limited research has focused on the unique needs of military families and their preschool-age children and even less work focused on military families whose preschool children have special needs or disabilities. Researchers implemented a multicase qualitative research design conducted at two sites to gain the perspectives across all service ranks.…
Descriptors: Family Needs, Military Personnel, At Risk Students, Preschool Children
Mihai, Alina; Friesen, Amber; Butera, Gretchen; Horn, Eva; Lieber, Joan; Palmer, Susan – Young Exceptional Children, 2015
In this article, the authors focus on one important early literacy skill--phonological awareness--and describe how to support its development for all children by intentionally embedding it in storybook reading. Supporting the development of young children's phonological awareness is an important part of helping a child learn to read. Preschool…
Descriptors: Phonological Awareness, Story Reading, Reading Instruction, Literacy Education
Haines, Shana J.; Summers, Jean Ann; Turnbull, Ann P.; Turnbull, H. Rutherford, III.; Palmer, Susan – Topics in Early Childhood Special Education, 2015
Developing children's self-regulation and engagement skills are primary goals of early childhood education. These skills are fostered in both home and preschool environments and can lead to improved educational outcomes. This qualitative case study investigated how a refugee family and Head Start teachers fostered the self-regulation and…
Descriptors: Case Studies, Refugees, Preschool Children, Early Childhood Education
Lieber, Joan; Horn, Eva; Palmer, Susan; Fleming, Kandace – Exceptionality, 2008
As stipulated in the Individuals with Disabilities Education Act (IDEA) 2004, preschool children are provided with access to the general education curriculum when they are in settings with children without disabilities and when their learning outcomes are met in these settings. In this article, we describe how access can be achieved through a…
Descriptors: Learning Theories, General Education, Academic Achievement, Disabilities
Purcell, Megan L.; Horn, Eva; Palmer, Susan – Exceptional Children, 2007
Initiation and continuation of preschool inclusion is a challenging task. Through interviews and focus groups of school district and special education personnel, researchers in this study examined how 5 programs in 1 Midwestern state provided such services. The investigation used a multiple-case study methodology to examine how these programs…
Descriptors: Focus Groups, Preschool Education, Inclusive Schools, Interviews
Hanson, Marci J.; Miller, Angela D.; Diamond, Karen; Odom, Samuel; Lieber, Joan; Butera, Gretchen; Horn, Eva; Palmer, Susan; Fleming, Kandace – Infants and Young Children, 2011
The effects of economic hardship and language isolation in children's neighborhood communities were examined to determine their influence on young children's developmental outcomes on measures of academic and social skills above and beyond child and family characteristics that included home language, disability, gender, and mother's education…
Descriptors: Neighborhoods, School Readiness, Family Characteristics, Second Language Learning
