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Monteiro, Elisa; Kuok, Angus C. H.; Correia, Ana M.; Forlin, Chris; Teixeira, Vitor – International Journal of Inclusive Education, 2019
This paper reports findings of a mixed methods study examining private school teachers' perceptions of efficacy in dealing with the challenges presented by inclusive education in Macao. This is highly pertinent after the Government invited consultation to propose changes to amendments of the Decree Law of 1996 concerning the education of students…
Descriptors: Foreign Countries, Teacher Effectiveness, Inclusion, Private Schools
Meyrick, Christopher S. – ProQuest LLC, 2019
The occurrence of behaviors that require disciplinary action will always be an issue without programs to support the social and emotional development of students at a young and critical age. The problem school districts face is how to appropriately and effectively provide consequences to different targeted age groups, based on their social and…
Descriptors: Values Education, Program Descriptions, Program Effectiveness, Self Control
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Leyva, Diana – Early Education and Development, 2019
This study examined how parents supported children's writing and math and whether parents' support predicted children's academic skills from the beginning of pre-kindergarten to the end of kindergarten. Two hundred ten Chilean parents from low-income households were observed playing a grocery game with their preschoolers (M = 53 months). The…
Descriptors: Foreign Countries, Low Income Groups, Parents, Preschool Children
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Cash, Anne Henry; Ansari, Arya; Grimm, Kevin J.; Pianta, Robert C. – Early Education and Development, 2019
The current study focuses on the cumulative effect on children's early learning outcomes of the quality of teacher-child interactions over multiple years during early childhood. Using propensity score matching to minimize selection bias, we compared the academic outcomes of children who experienced consistently high-quality or consistently…
Descriptors: Teacher Student Relationship, Interaction, Preschool Education, Kindergarten
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Mulligan, Gail M.; McCarroll, Jill Carlivati; Flanagan, Kristin Denton; McPhee, Cameron – National Center for Education Statistics, 2019
The Early Childhood Longitudinal Study, Kindergarten Class of 2010-11 (ECLS-K:2011) is the third in a series of longitudinal studies of young children conducted by the National Center for Education Statistics (NCES), within the U.S. Department of Education's Institute of Education Sciences. The ECLS-K:2011 collected information about the early…
Descriptors: Children, Longitudinal Studies, Surveys, Outcomes of Education
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Isikoglu Erdogan, Nesrin; Johnson, James E.; Dong, Pool Ip; Qiu, Zhihui – Early Childhood Education Journal, 2019
Recently play environments and materials have changed with digital materials becoming increasingly available for young children. Parents' preferences about the importance and appropriateness of digital play may influence the quality and the quantity of digital play opportunities children receive at home. The purpose of this research is to examine…
Descriptors: Foreign Countries, Parents, Play, Information Technology
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Bowling, Emily C. C.; Cabell, Sonia Q. – Early Childhood Education Journal, 2019
A child's ability to fingerpoint accurately to words while reading aloud a memorized text showcases his/her development of concept of word in text. This ability demonstrates the extent to which key early literacy skills are integrated (e.g., alphabet knowledge, phonological awareness). Research indicates that attaining a concept of word in text is…
Descriptors: Preschool Teachers, Reading Instruction, Emergent Literacy, Reading Aloud to Others
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Tse, Linda Fung Ling; Siu, Andrew Man Hong; Li-Tsang, Cecilia Wai Ping – Reading and Writing: An Interdisciplinary Journal, 2019
This study developed and validated a Chinese name writing scale (CNWS) for evaluating early handwriting skills of kindergarten children. We then used the validated CNWS to examine the developmental characteristics of Chinese name writing skills among kindergarten children in Hong Kong in a cross-sectional study. CNWS was developed based on English…
Descriptors: Foreign Countries, Chinese, Handwriting, Kindergarten
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Wolf, Shelby M.; Weber, Meredith A.; Duhon, Gary; Schieltz, Kelly M. – Education and Treatment of Children, 2019
The present study evaluated the effects of different types of teacher commands on response latency for pre-kindergarten and kindergarten students. Two different types of commands were assessed: alpha commands and beta commands. Research on instructional time in schools shows that loss of instructional time during transition periods may result in…
Descriptors: Compliance (Psychology), Reaction Time, Young Children, Kindergarten
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Burrows, Lauren; Jarmulowicz, Linda; Oller, D. Kimbrough – Language, Speech, and Hearing Services in Schools, 2019
Purpose: The objective of this study was to examine tap production by English language learners (ELLs) in kindergarten whose 1st language is Spanish. The conflicting status of tap in Spanish and English could present challenges for allophonic learning in 2nd language for ELLs. Prior research has evaluated acquisition of other allophone pairs, but…
Descriptors: Phonemes, English Language Learners, Spanish Speaking, Kindergarten
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Fritz, Ronda; Harn, Beth; Biancarosa, Gina; Lucero, Audrey; Flannery, K. Brigid – Assessment for Effective Intervention, 2019
This study investigated the use of brief observations to measure implementation of small group interventions using the Quality of Intervention Delivery and Receipt (QIDR) tool. Videos of 10-min segments representing the beginning, middle, and end of each 30-min intervention lesson were coded for implementation. Results indicated that (a)…
Descriptors: Intervention, Program Implementation, Efficiency, Observation
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Zimmerman, Kathleen N.; Ledford, Jennifer R.; Severini, Katherine E. – Focus on Autism and Other Developmental Disabilities, 2019
The effectiveness of a weighted blanket intervention and structured work boxes for improving engagement for a child with autism during math circle time in a general education kindergarten classroom were evaluated relative to baseline using an alternating treatments design. The structured work boxes resulted in higher levels of engagement, and the…
Descriptors: Learner Engagement, Autism, Pervasive Developmental Disorders, Class Activities
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Compton-Lilly, Catherine; Kim, Jieun; Quast, Erin; Tran, Sarah; Shedrow, Stephanie – Journal of Early Childhood Literacy, 2019
In the past, physical barriers such as geography and distance limited global communication. In this paper, we explore how young children in immigrant families engage in transnational literacy practices. Specifically, we explore the transnational funds of knowledge that result from those experiences. This three-year longitudinal collective case…
Descriptors: Immigrants, Literacy, Longitudinal Studies, Case Studies
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Kosko, Karl W.; Zimmerman, Belinda S. – Journal of Early Childhood Literacy, 2019
Recent educational policy documents have encouraged engaging students in mathematical argumentation via discussion and writing. Most recently in the U.S., the Common Core State Standards recommend that children "construct viable arguments and critique the reasoning of others." One often advocated means of engaging students in this…
Descriptors: Content Area Writing, Elementary School Mathematics, Persuasive Discourse, Writing (Composition)
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Senol, Fatma Betul; Turan, Figen – International Journal of Educational Methodology, 2019
This study aims to conduct Turkish adaptation, validity and reliability studies of the Teacher Rating Scales of Early Academic Competence. This study also aims to examine and improve early academic competence thoroughly on the basis of teachers' ratings in Turkey, and lastly to contribute an assessment and measurement instrument to the literature…
Descriptors: Foreign Countries, Rating Scales, Turkish, Test Validity
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