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ERIC Number: ED549515
Record Type: Non-Journal
Publication Date: 2012
Pages: 70
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-2672-7898-2
Exploring the Early Childhood Environmental Rating Scales-Revised (ECERS-R) Evaluation on Preschool Children's Pre-Academic Progress
Fundus, Jennifer L.
ProQuest LLC, Ed.D. Dissertation, University of Nebraska at Omaha
The purpose of this study was to determine the physical, social, cognitive, and language outcomes of targeted Title I preschool students participating in programs not meeting and programs meeting Nebraska Department of Education, Early Childhood Evaluation Rating Scales-Revised (ECERS-R) requirements. As more requirements are being required for preschools to require, the exploration of the effectiveness of these requirements needs to be explored. The independent variable conditions for the study was children's participation in two research school district preschool programs meeting the NDE ECERS-R requirements and two research school district preschool programs not meeting the NDE ECERS-R requirements. The study's dependent measures were Creative Curriculum assessments for (1) Physical Skills, (2) Cognitive Skills, (3) Social Skills, and (4) Language Skills. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Nebraska