Author: Charlotte Agnes Barnes
Publisher:
ISBN:
Category : Educational tests and measurements
Languages : en
Pages : 266

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Author: Library of Congress. Copyright Office
Publisher: Copyright Office, Library of Congress
ISBN:
Category : Copyright
Languages : en
Pages : 1040

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Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 1208

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Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 380

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Author: Ruth Hubbell McKey
Publisher:
ISBN:
Category : Children with social disabilities
Languages : en
Pages : 112

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Author:
Publisher:
ISBN:
Category : Public health
Languages : en
Pages : 116

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Author:
Publisher:
ISBN:
Category : Dissertation abstracts
Languages : en
Pages : 776

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Author: Dante Cicchetti
Publisher: John Wiley & Sons
ISBN: 0471755990
Category : Psychology
Languages : en
Pages : 1105

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Developmental Psychopathology, Second Edition, contains in three volumes the most complete and current research on every aspect of developmental psychopathology. This seminal reference work features contributions from national and international expert researchers and clinicians who bring together an array of interdisciplinary work to ascertain how multiple levels of analysis may influence individual differences, the continuity or discontinuity of patterns and the pathways by which the same developmental outcomes may be achieved. This volume addresses theoretical perspectives and methodological issues, including cross-cultural perspectives, developmental epidemiology, self determination theory, and gender issues.

Author: Jennifer Brooks
Publisher:
ISBN:
Category : Education, Preschool
Languages : en
Pages : 0

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The study explored teachers' perceptions of how district provided prekindergarten influences academic and social emotional school readiness for first grade students in a low socioeconomic school district in Southern Arkansas. Piaget's Theory of Cognitive Development and Erikson's Theory of Psychosocial Development were the guiding theories. A qualitative case study design was employed. Data was collected through two-round interviews with seven teachers who teach first grade students in a low socioeconomic district in south Arkansas. The interview questions were derived from the Arkansas Child Development and Early Learning Standards. The interviews were transcribed and then coded to derive themes. Findings showed that teachers do perceive that participation in district provided prekindergarten does positively influence social emotional and academic school readiness of first grade students in this low socioeconomic district in southern Arkansas. However, it was not conclusive whether the district provided prekindergarten is the best or only way for children to achieve academic and social emotional school readiness. The implications of these findings on practice, policy, and research were discussed. Implications for practice follow. Teachers may use the Arkansas Kindergarten Readiness Checklist to assess academic and social emotional school readiness of first grade students to create individualized goals to help students advance their readiness skills while providing data that could influence change in the district. This could potentially encourage the district to provide prekindergarten for all eligible students in the district. The implications for policy include districts committing to sharing the importance of prekindergarten through promotion of their program or social media campaigns; or hosting an open house for potential students' parents. Districts may disseminate the readiness checklist to parents as well. Furthermore, districts would look at inequities across the state and use access to district provided prekindergarten to address those when possible. Finally, research implications include a need for a cost analysis to determine the returns on providing prekindergarten to students to avoid later, costly behavior and academic interventions. Further research may be conducted about various preschool experiences and their comparative effectiveness perhaps including more than one district to shed light on a systemic concern for much of Arkansas.

Author: Library of Congress. Copyright Office
Publisher:
ISBN:
Category : American literature
Languages : en
Pages : 526

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