Zobrazeno 1 - 9
of 9
pro vyhledávání: '"Kristin S. Farley"'
Publikováno v:
Journal of Education for Students Placed at Risk (JESPAR). 27:1-26
Despite being a critical emergent literacy skill and an indicator of risk for later reading difficulties, relatively little is known about how alphabet knowledge develops over time. This study util...
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::833c6df7489609c18af980c8a2987ed7
https://doi.org/10.1080/10824669.2021.1871617
https://doi.org/10.1080/10824669.2021.1871617
Autor:
Rachel E. Schachter, Laura M. Justice, Shayne B. Piasta, Melissa M. Weber-Mayrer, Kristin S. Farley, Caitlin F. Spear, Susan A. Mauck, Pamela Soto Ramirez, Ann A. O'Connell
Publikováno v:
Journal of Educational Psychology. 112:329-343
Professional development (PD) is a potentially important mechanism for enhancing classroom practices and children’s learning. In this large-scale randomized controlled trial, we examined the effectiveness of language and literacy PD, with and witho
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::2e54defa7957c9b8a9b40b4a2f048f59
https://doi.org/10.1037/edu0000380
https://doi.org/10.1037/edu0000380
Publikováno v:
Reading and Writing. 33:1399-1422
Educators’ content knowledge is considered a key determinant of classroom practices and thus children’s learning. In this study, we examine the nature of associations between early childhood educators’ literacy content knowledge and their class
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::81f66b4b0302d2e7561e84e8ba112b38
https://doi.org/10.1007/s11145-019-10013-4
https://doi.org/10.1007/s11145-019-10013-4
Autor:
Shayne B. Piasta, Kristin S. Farley
Publikováno v:
Journal of Education for Students Placed at Risk (JESPAR). 25:183-200
In the present study, we examined relations between children’s language and literacy learning opportunities, initial skills, and maternal education. We assessed children’s (n = 1,751 in 461 early c...
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::859b6a7735bfbff27464ea18d65a959b
https://doi.org/10.1080/10824669.2019.1689506
https://doi.org/10.1080/10824669.2019.1689506
Publikováno v:
Dyslexia. 26:137-152
Educators' language and literacy knowledge is considered important for informing classroom practices and thereby supporting children's early language and literacy development. This includes both disciplinary content knowledge (knowledge concerning ho
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::466cfc7b3f62269a37822d9ba12a8a3c
https://doi.org/10.1002/dys.1612
https://doi.org/10.1002/dys.1612
Publikováno v:
Journal of Research in Childhood Education. 32:1-13
Early childhood education represents a pivotal opportunity to improve the developmental trajectories of young children, and evidence-based practices (EBPs) are scientifically proven to impr...
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::7211d0fc7a0b4c55e28cb73b6ff5ded5
https://doi.org/10.1080/02568543.2017.1387205
https://doi.org/10.1080/02568543.2017.1387205
Publikováno v:
Assessment for Effective Intervention. 43:249-255
The Letter-Sound Short Forms (LSSFs) were designed to meet criteria for effective progress monitoring tools by exhibiting strong psychometrics, offering multiple equivalent forms, and being brief and easy to administer and score. The present study ex
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::fe915953a5e5c1746b17941155dc192a
https://doi.org/10.1177/1534508417737514
https://doi.org/10.1177/1534508417737514
Autor:
Caitlin F. Spear, Kristin S. Farley, Shayne B. Piasta, Susan A. Mauck, Rachel E. Schachter, Ann A. O'Connell, Melissa M. Weber-Mayrer, Laura M. Justice
Publikováno v:
Journal of Research on Educational Effectiveness. 10:354-378
The current study investigated the effectiveness of large-scale, state-sponsored language and literacy professional development (PD) intended to improve early childhood educators' knowledge, beliefs, and practices. PD was offered in a real-world cont
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::96407912c39a1d05ebeb0d01e87b5552
https://doi.org/10.1080/19345747.2016.1270378
https://doi.org/10.1080/19345747.2016.1270378
Publikováno v:
Early Education and Development. 28:488-505
Research Findings: The present study assessed the extent to which early childhood educators utilized small-group literacy instruction and explored factors potentially associated with the use of this evidence-based practice. The classroom activities o
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::42af39940458bec6ce0b2270de88a229
https://doi.org/10.1080/10409289.2016.1250549
https://doi.org/10.1080/10409289.2016.1250549