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Peer reviewed
Direct linkCasbergue, Renée M.; Bedford, April Whatley; Burstein, Karen – Journal of Research in Childhood Education, 2014
Use of the Classroom Assessment Scoring System (CLASS) is increasing across the United States as an important indicator of the quality of programs for young children. Professional development is required to facilitate teachers' understanding of the instructional behaviors upon which they will be judged. This study investigated the use of the…
Descriptors: Preschool Teachers, Faculty Development, Educational Assessment, Teaching Methods
Roskos, Kathleen; Burstein, Karen – Journal of Research in Childhood Education, 2011
Broad-stroke approaches to vocabulary teaching in preschool include effective instructional elements, yet may be too ill-structured to affect the vocabulary learning of children experiencing serious delays. Using a formative research approach, this study examines the design potential of a supplemental vocabulary instruction technique that…
Descriptors: Control Groups, Early Reading, Vocabulary, Vocabulary Development
Who's Learning What Words and How Fast? Preschoolers' Vocabulary Growth in an Early Literacy Program
Roskos, Kathleen; Ergul, Cevriye; Bryan, Tanis; Burstein, Karen; Christie, James; Han, Myae – Journal of Research in Childhood Education, 2008
This study examined the composition of vocabulary and preschoolers' vocabulary learning in an early literacy program. Fifty-six children with typical achievement, with special needs, and at risk for disabilities participated. Curriculum-based measures (CBM) were used to track children's receptive and expressive vocabulary growth over three…
Descriptors: Emergent Literacy, Vocabulary Development, Preschool Children, Literacy Education
