Author: Juanita Gwen Carter
Publisher:
ISBN:
Category : Child development
Languages : en
Pages : 128
Book Description
The Test-retest Reliability of the Kindergarten Diagnostic Instrument ...
Author: Juanita Gwen Carter
Publisher:
ISBN:
Category : Child development
Languages : en
Pages : 128
Book Description
Publisher:
ISBN:
Category : Child development
Languages : en
Pages : 128
Book Description
A Predictive Validity Study of the Kindergarten Diagnostic Instrument
Author: Diane D. Mattox
Publisher:
ISBN:
Category :
Languages : en
Pages : 332
Book Description
Publisher:
ISBN:
Category :
Languages : en
Pages : 332
Book Description
Assessing Kindergarten Children
Author: Judith A. Niemeyer
Publisher:
ISBN:
Category : Child development
Languages : en
Pages : 88
Book Description
Provides a concise overview of many commercially available assesment instruments that can be used with kindergarten-aged children.
Publisher:
ISBN:
Category : Child development
Languages : en
Pages : 88
Book Description
Provides a concise overview of many commercially available assesment instruments that can be used with kindergarten-aged children.
A Concurrent Validity Study Comparing the Kindergarten Diagnostic Instrument (KDI) with the Developmental Indicators for the Assessment of Learning-Revised (DIAL-R) ...
Author: J. S. Luebbehusen
Publisher:
ISBN:
Category : Preschool tests
Languages : en
Pages : 200
Book Description
Publisher:
ISBN:
Category : Preschool tests
Languages : en
Pages : 200
Book Description
Applied Cognitive Research in K-3 Classrooms
Author: S. Kenneth Thurman
Publisher: Routledge
ISBN: 1135597324
Category : Education
Languages : en
Pages : 316
Book Description
This volume summarizes research on important topics in cognitive research and discusses what must be done to apply this research in early elementary classrooms. Purposefully, it focuses on areas of cognitive research that have only recently begun to be studied in early elementary classrooms or that, based on educational and psychological theory, appear to have the greatest implications for early classroom learning Part 1, "Cognitive Applications in Early Elementary Classrooms," examines topics germane to the cognitive functioning of young children: working memory, executive functioning, theory of mind, phonemic awareness, and neuropsychological processing in the context of early elementary classrooms. Part 2, "Considerations for Further Research: Methods, Policy, and Issues," looks at practical and methodological issues of which applied cognitive researchers must remain cognizant: methodology, research designs, the gap between science and policy and means by which this gap can be diminished, and the need to consider how issues like ecological validity, individual differences, treatment integrity, and the relation between assessment and intervention are integral to designing applied cognitive research studies. The current emphasis on empirically supported treatments and research-based teaching and intervention in the schools, and legislation such as No Child Left Behind and the Individuals with Disabilities Education Improvement Act, have focused attention on the scientific basis of educational practice. However, applying research to the environment of the schools is not an automatic process. Bridging the gap has several prerequisites: researchers must attend to the ecological validity of their studies, universities must incorporate the results of research into their pre-professional training programs, and schools must support their inservice staff in developing new knowledge and skills. Applied Cognitive Research in K-3 Classrooms contributes strongly to these goals, not only by providing researchers, professionals, and graduate students in the fields of cognitive psychology, school psychology, educational psychology, educational research, and early elementary-level education with current understanding but also helping to set an agenda for further research that applies cognitive psychology in early elementary classrooms.
Publisher: Routledge
ISBN: 1135597324
Category : Education
Languages : en
Pages : 316
Book Description
This volume summarizes research on important topics in cognitive research and discusses what must be done to apply this research in early elementary classrooms. Purposefully, it focuses on areas of cognitive research that have only recently begun to be studied in early elementary classrooms or that, based on educational and psychological theory, appear to have the greatest implications for early classroom learning Part 1, "Cognitive Applications in Early Elementary Classrooms," examines topics germane to the cognitive functioning of young children: working memory, executive functioning, theory of mind, phonemic awareness, and neuropsychological processing in the context of early elementary classrooms. Part 2, "Considerations for Further Research: Methods, Policy, and Issues," looks at practical and methodological issues of which applied cognitive researchers must remain cognizant: methodology, research designs, the gap between science and policy and means by which this gap can be diminished, and the need to consider how issues like ecological validity, individual differences, treatment integrity, and the relation between assessment and intervention are integral to designing applied cognitive research studies. The current emphasis on empirically supported treatments and research-based teaching and intervention in the schools, and legislation such as No Child Left Behind and the Individuals with Disabilities Education Improvement Act, have focused attention on the scientific basis of educational practice. However, applying research to the environment of the schools is not an automatic process. Bridging the gap has several prerequisites: researchers must attend to the ecological validity of their studies, universities must incorporate the results of research into their pre-professional training programs, and schools must support their inservice staff in developing new knowledge and skills. Applied Cognitive Research in K-3 Classrooms contributes strongly to these goals, not only by providing researchers, professionals, and graduate students in the fields of cognitive psychology, school psychology, educational psychology, educational research, and early elementary-level education with current understanding but also helping to set an agenda for further research that applies cognitive psychology in early elementary classrooms.
A Guide to Assessment Instruments for Limited English Speaking Students
Author: Barbara P. Pletcher
Publisher: Santillana USA Publishing Company
ISBN:
Category : Education
Languages : en
Pages : 264
Book Description
Publisher: Santillana USA Publishing Company
ISBN:
Category : Education
Languages : en
Pages : 264
Book Description
Masters Abstracts International
Author:
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 1000
Book Description
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 1000
Book Description
A Concurrent Validity Study Comparing the Kindergarten Diagnostic Instrument (KDI) with the Woodcock-Johnson Psycho-educational Battery Revised (WJ-R) ...
Author: Laura Gail Starzer
Publisher:
ISBN:
Category : Preschool tests
Languages : en
Pages : 104
Book Description
Publisher:
ISBN:
Category : Preschool tests
Languages : en
Pages : 104
Book Description
A Review of Assessment Instruments and Procedures for Young Exceptional Children
Author: Lynn Zentner
Publisher:
ISBN:
Category : Children
Languages : en
Pages : 286
Book Description
Publisher:
ISBN:
Category : Children
Languages : en
Pages : 286
Book Description
The Role of the Kindergarten Teacher in the Classroom
Author: Mary Bertha Brown
Publisher: AuthorHouse
ISBN: 1449056679
Category : Education
Languages : en
Pages : 98
Book Description
As you read this book about the role of Kindergarten teachers in the classroom, as teachers, parents, and educators you will know that early childhood is the most critical period in human growth and development of young children. Early childhood educators from the classroom have help me develop this book such as Piaget, James Hymes, and Marie Montessori. Each Kindergarten teacher will acutely aware that a student's future attitude toward learning is often determined by early educational experiences. As Kindergarten teachers learning is an essential part of every child's life. Therefore, if we desire to enable each child to learn more, time for learning and appropriate play material must be provided for them by the Kindergarten teacher. The roles of the Kindergarten teachers are very rewarding and challenging. I believe my book, The Role of the Kindergarten Teacher in the Classroom, hope that it will provide some practical suggestions for those teachers of young children who are searching for more effective learning strategies.
Publisher: AuthorHouse
ISBN: 1449056679
Category : Education
Languages : en
Pages : 98
Book Description
As you read this book about the role of Kindergarten teachers in the classroom, as teachers, parents, and educators you will know that early childhood is the most critical period in human growth and development of young children. Early childhood educators from the classroom have help me develop this book such as Piaget, James Hymes, and Marie Montessori. Each Kindergarten teacher will acutely aware that a student's future attitude toward learning is often determined by early educational experiences. As Kindergarten teachers learning is an essential part of every child's life. Therefore, if we desire to enable each child to learn more, time for learning and appropriate play material must be provided for them by the Kindergarten teacher. The roles of the Kindergarten teachers are very rewarding and challenging. I believe my book, The Role of the Kindergarten Teacher in the Classroom, hope that it will provide some practical suggestions for those teachers of young children who are searching for more effective learning strategies.