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A Comparison Between the Interactions of Multi-Age Constant Caregiver Groups and Same-Age Multiple Caregiver Groups in Day Care Centers
Interactions of children and adults in two child care groups were observed and examined. Each group was observed as a same-age multiple caregiver group and eight months later as a multi-age constant caregiver group. Twenty indicators were used to evaluate positive interactions. Analysis showed positive interactions occur in multi-age constant caregiver groups. Multi-age constant caregiver groups enhance the interest of caregivers in children and promote development and interaction of language between caregivers and peers. This study indicates a multi-age constant caregiver group is an alternative to meet the needs of young children by increasing and enhancing positive interactions with caregivers and peers.
The Impact of Teacher Experience on the Achievement of Third-Grade Students in Inner-City Schools
This study investigated the impact of the years of teaching experience of classroom teachers on the achievement of third-grade students in inner-city Title I Schools; on the achievement of those third-grade students who were defined as high achievers, average achievers, and low achievers; and on the achievement of boys and girls in the third grade of inner-city Title I schools. An analysis and interpretation of the data revealed that there were no significant differences in reading and mathematics achievement of the third-grade students when the number of years of experience of the teacher was examined. Reading achievement of third-grade boys and third-grade girls did show significant differences. The more-experienced teacher appeared to have the greater increase in reading scores of the students. In addition to data concerning the hypotheses, information about other teacher variables was collected through a teacher self-report questionnaire. One hundred per cent of the teachers in the participating schools responded to the questionnaire. Data were tabulated by frequency of response in groups according to years of teacher experience. Variables included years of teaching experience in Title I schools, classroom size, and demographic data. Analysis of the data indicated that teachers having more years of experience in Title I schools appeared to have a greater increase in the reading and mathematics scores of students. Students in larger classes appeared to show greater gains than students in smaller classes in reading and mathematics. The majority of the teachers indicated that they felt the teacher, parent involvement, and class size had the most impact on achievement of students and staff development had the least impact.
Kindergarten Children and Their Concepts About Print: A Developmental Study Based on Bloom's Theory of School Learning
This study describes the developmental movement of kindergarten children from oral language toward written communication. The study describes and documents evidence of a sample of kindergarten children as they interact with print concepts in a kindergarten environment. The subjects were thirty kindergarten students randomly selected from three specific kindergartens identified as implementing the Key Vocabulary approach of Sylvia Ashton-Warner. The classrooms were public school kindergartens located in a suburban area of North Central Texas. From the findings several conclusions can be drawn. The learning of kindergarten children can be documented and a profile of that learning can be developed that will have possible future use in the learning career of the child. Kindergarten children may perceive the reading of a story to the group differently from the teacher. The perception of the process of writing by kindergarten children may be different from that of adults. There was evidence of children's writing in their movement from oral language toward print.
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