Children's spiritual development: Analysis of program practices and recommendations for early childhood professionals.

Children's spiritual development: Analysis of program practices and recommendations for early childhood professionals.

Date: December 2009
Creator: Myers, Joyce Eady
Description: The purpose of this study was to determine the extent to which faith-based preschools promote spiritual development in preschoolers. The participants in the study were faith-based early childhood teachers and administrators from seven states. Early childhood professionals representing 11 Christian faith traditions completed written surveys or online surveys. A total of 201 faith-based educators completed the survey; 20 respondents participated in semi-structured interviews. The concurrent triangulation mixed-method design provided data on 8 program dimensions which support children's spiritual development: prayer, Bible literacy, worship, building character, service opportunities, assessment, parental involvement and context. I analyzed quantitative data using descriptive and inferential statistics. All items were examined using mean, standard deviation, frequency, and percentages. Qualitative data gathered from semi-structured interviews were coded and analyzed using NVivo8® qualitative analysis software (QSR International, Inc., Cambridge, MA, http://www.qsrinternational.com). From this data I identified the extent to which faith-based preschool programs support children's spiritual development through the practices of prayer, Bible literacy, worship, building character, service opportunities, assessment, parental involvement and context. Data analyses revealed statistically significant differences in faith-based teachers' hours of training in children's spiritual development across all program practice dimensions. A key finding of the study was that training in children's spiritual development ...
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Effects of a Brain Improvement Program on Students' Reading Achievement

Effects of a Brain Improvement Program on Students' Reading Achievement

Date: May 2013
Creator: Sánchez, Edelmira
Description: How to close the reading achievement gap among K-12 students is an ongoing emphasis for educators in the 21st century. The purpose of the study was to determine if using kinesthetic movements from the Brain Gym® program improved the reading achievement of Grade 3 Hispanic and African American students. Students from four elementary schools participated in the study. The students in the control and experimental groups completed a 2004 release TAKS third grade reading assessment for the pretest and posttest. Students in the experimental group completed five selected kinesthetic movements from the Brain Gym® program five minutes at the beginning of each Monday through Friday school day. The intervention lasted 30 days and a total of 150 minutes. Data were analyzed using a 2 x 2 mixed between-within subjects analysis of variance. Findings revealed that performing the five kinesthetic movements from the Brain Gym® program did not increase students' reading achievement scores. Only the variable of time between pretest and posttest affected students' reading scores. The results from this study did not support the findings of other studies of the effectiveness of kinesthetic movements.
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Knowledge and Confidence of Speech-Language Pathologists Regarding Autism

Knowledge and Confidence of Speech-Language Pathologists Regarding Autism

Date: December 2010
Creator: Ray, Julie M.
Description: The increased prevalence rate of autism has immense implications for speech language pathologists (SLPs) who are directly involved in the education and service delivery for students with autism. However, few studies have documented the effectiveness of the knowledge and confidence of SLPs regarding autism. The purpose of this study was to measure the knowledge and confidence of SLPs regarding autism and the extent to which their educational and professional training prepared them to work effectively with this population. An online survey was administered to and returned by 336 SLPs nation-wide. Two multiple linear regressions were conducted to determine the variables that explained overall knowledge and confidence. The number of students with autism on one's caseload explained most of the variance. Independent sample t-test results depicted knowledge and confidence scores of SLPs who were behaviorally trained versus those who were not behaviorally trained. SLPs who were behaviorally trained had higher mean scores on measures of knowledge and confidence when compared to those without formal behavioral training. Finally, a bivariate correlation was conducted to explore the relationship between knowledge and confidence of SLPs, however, results were not statistically significant.
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A follow-up study of a masters program for teachers of students with emotional/behavioral disorders.

A follow-up study of a masters program for teachers of students with emotional/behavioral disorders.

Date: August 2008
Creator: Walter, Paulette C.
Description: Educators today are faced with a worthy goal. Every student, including those with emotional and behavioral disorders (EBD), must be taught by a qualified teacher. However, recruiting, training, and retaining quality special education teachers continue to confound the field. The purpose of this study was to determine if the completion of a NCATE/CEC (National Council for Accreditation of Teacher Education/Council for Exceptional Children) approved masters program specializing in EBD from a well-known university increased the confidence in knowledge and skills of special educators, the numbers of special educators, and/or the retention of special educators working with students with EBD. The sample in this study was composed of 199 students who had completed the master's degree in special education who specialized in emotional/behavioral disorders from 1985 to 2005. Data were compiled from 80 students at a response rate of approximately 40%. Additionally, five respondents participated in face-to-face interviews. The data did not lend themselves to the quantitative analysis and thus pose a limitation to the generalizability of this study. However, combined with the qualitative analysis, the study provided a rich analysis of a program whose graduates stay in the field of special education providing services to students with EBD.
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Taiwanese Preschool Teachers' Awareness of Cultural Diversity of New Immigrant Children: Implications for Practice

Taiwanese Preschool Teachers' Awareness of Cultural Diversity of New Immigrant Children: Implications for Practice

Date: May 2009
Creator: Ting, Chia-Wei
Description: This study investigated Taiwanese preschool teachers' awareness of cultural diversity of new immigrant children and how this awareness influences their educational practices. In particular, this study focused on the cultural awareness of preschool teachers who work with young Taiwanese children whose mothers are immigrants from Southeast Asia. This study used quantitative and qualitative methods. One hundred seventy-two Taiwanese preschool teachers from the different geographic areas of Taiwan participated in the study. Data were collected through the use of the Cultural Diversity Awareness Inventory (CDAI) survey and participant interviews. Research results of the study revealed: (a) most Taiwanese preschool teachers had an awareness of cultural diversity, but their perceptions of how to create a multicultural environment need to be improved; (b) Taiwanese preschool teachers' personal experiences with children from different cultures were more associated with their cultural awareness than their ages and educational levels; (c) Geographic location was the factor affecting preschool teachers' awareness of cultural diversity and educational practices. This study is informative to the understanding of Taiwanese preschool teachers' awareness of cultural diversity and the implications of this awareness for classroom practice. In addition, multicultural perspectives of the Taiwan society toward immigrant families and children can benefit from the ...
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A qualitative analysis of the negative symptoms of schizophrenia interfering with academic and social success, and the exacerbators and diminishers of those symptoms.

A qualitative analysis of the negative symptoms of schizophrenia interfering with academic and social success, and the exacerbators and diminishers of those symptoms.

Date: December 2003
Creator: Flint, Paula J.
Description: The Individuals with Disabilities Education Act (IDEA) mandates that public schools provide appropriate school programs and transition services for students with emotional and behavioral disorders (E/BD), and the law specifically names schizophrenia as a disability for which services are to be provided. To date, little, if any, research has been conducted on schizophrenia in the field of special education. New antipsychotic medications for schizophrenia are controlling the positive symptoms of hallucinations, illusions, and the severest of delusions, thus enabling these students to remain in school. However, many interfering negative symptoms remain (e.g., loss of goals, loss of former interests, cognitive regression). The purpose of this qualitative research study was to identify the negative symptoms of schizophrenia that interfere with a student's academic and social success, primarily within a school setting, but also as they affect functioning within the family and the student's transition into the community. In addition, specific factors that act as exacerbators or diminishers of these symptoms were identified through this study. Research participants included 5 students who developed schizophrenia from the ages of 12 to 22, their parents, and their teachers. They were interviewed using a semi-structured approach resulting in over 30 hours of taped interview data. ...
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Technology-mediated distance education used to prepare special education personnel.

Technology-mediated distance education used to prepare special education personnel.

Access: Use of this item is restricted to the UNT Community.
Date: August 2004
Creator: Mohr, John Darrell
Description: This study examined how technology-mediated distance education is used in special education courses in teacher preparation programs. The data are based on a 30-item survey administered to members of the Teacher Education Division of the Council for Exceptional Children, who identified themselves as serving in an instructional capacity within institutions of higher education. Technology-mediated instruction was characterized in terms course delivery methods and program attributes. An analysis of instructional design processes revealed that most instructors are largely autonomous and do not rely on a team-based approach. Most make use of course-design and management software. Training is linked to course strategy and evaluation, while experience is associated with implementation. Respondents emphasized communication and student feedback. While both users and non-users of distance education technology foresaw the increased use for course delivery in the future, a notable percentage (13%) of current users indicated a desire to discontinue use.
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Gottshall Early Reading Intervention: A phonics based approach to enhance the achievement of low performing, rural, first grade boys.

Gottshall Early Reading Intervention: A phonics based approach to enhance the achievement of low performing, rural, first grade boys.

Date: December 2007
Creator: Gottshall, Dorothy Lee
Description: Learning to read is critical for quality of life and success in our society. Children who cannot read well face unsuccessful educational careers and limited job choices. Recently, policy makers and educators have made progress toward increasing the reading achievement of America's children. Still up to 60% of boys who live in poverty cannot read or read two years below grade level. In this experimental study, I designed and examined the effects of the Gottshall Early Reading Intervention (GERI) to determine if direct instruction with a small group, phonics based approach would increase the literacy achievement of low performing, rural, first grade boys. Participants were selected according to Texas Primary Reading Inventory (TPRI) scores, matched them across race, ethnicity, and socio-economic status, and randomly assigned them to experimental/control group. Three times per week for 15 weeks, boys in the experimental group attended 30-minute pullout sessions taught by trained professionals in addition to classroom reading instruction. Control group members received classroom reading instruction only. Findings reveal no significant differences in reading gains across all variables. However, descriptive data indicate higher percentages of gains for the experimental group on four out of five reading components with rate of gain higher on fifth. ...
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Preschool Teachers' Self-reported Levels of Preparation for Classroom Behavior Management

Preschool Teachers' Self-reported Levels of Preparation for Classroom Behavior Management

Date: August 2013
Creator: Lohmann, Marla J.
Description: Research indicates that serious behavior problems begin during the early childhood years. The study examined the perceived preparedness of teachers related to behavior management as well as preschool teachers' usage of evidence-based prevention and intervention strategies. The data indicates that preschool teachers feel prepared for managing aggression in their classrooms and report utilizing evidence-based prevention and intervention strategies regularly. Additionally, the data shows a weak relationship between teacher variables and the likelihood of feeling prepared for managing aggression or utilizing evidence-based strategies. The results can be used to gain a better understanding of special education preschool teachers' training needs in regard to behavior management and managing behavior problems in the preschool classroom.
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A comparison of written composition assessment using standard format versus alternate format among college-bound students with learning disabilities and/or attention-deficit/hyperactivity disorder.

A comparison of written composition assessment using standard format versus alternate format among college-bound students with learning disabilities and/or attention-deficit/hyperactivity disorder.

Access: Use of this item is restricted to the UNT Community.
Date: December 2006
Creator: Morris, Mary Ann
Description: The purpose of this study was to explore the efficacy of using a computer word processing program in the assessment of written expression with college-bound individuals who had been diagnosed with a learning disability (LD) and/or attention-deficit/hyperactivity disorder (ADHD). Fifty-six (35 eleventh and 21 twelfth) graders, attending a private college-preparatory school for students with LD and/or ADHD, were administered the Spontaneous Writing composite of the Test of Written Expression - Third Edition (TOWL-3). The TOWL-3 has equivalent forms, Form A and Form B. One form was administered in accordance with the test manual, using paper and pencil (standard format). The other form (i.e., alternate format) was administered with word processing access. Paired samples tests (repeated measure) and bivariate correlation designs were computed to explore the relationships between measures. Results of the study revealed significant increases (p<.01) in the subtest and composite scores when participants were administered the test in the alternate format. Other components of the research study did not reveal strong meaningful relationships when cognitive ability, graphomotor speed, and keyboarding rate were compared with the standard and/or alternative formats of the writing composite. A high rate of comorbity was exhibited with the majority of participants (75%) having two or ...
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