2
12
29
-
https://d1y502jg6fpugt.cloudfront.net/1909/archive/files/d7d5498c782ae5495df07e22b1b1c398.pdf?Expires=1712793600&Signature=Dr66ZmlQMU5gbMWPqJSznlDqiW5uLYmRYnP2UIQ2TAXv2-WC-oTqEiU8uuzdV2cFCNc8W2eCh4TmZr3V3tAmZD1QY1u9dwz81%7ECPqpo%7EtUN4zaWvruDnxXfyaw-IUFj9o-013f2O1p3ab2bRS743L941B6FKWLSSPIswKR4t5DhPvQKYZoSBvh%7Ew1JWm59iBIQef9%7E2Yr1t19eROBeGWOF8TeQaquu1RuCxNzQajXaURItNvqBQ%7E2ghyvTYQrg0yAlWniXFUcCuZbzNY-ofq8ri-5T30iaDIoFrjo2pl2%7EEe4X8yqcpKA8OXZ%7ENQLWt9%7EAjF8x5qXzoA0zVfWtMvxQ__&Key-Pair-Id=K6UGZS9ZTDSZM
a9420afbf490541e71d28a818b8d0369
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Wagner College Electronic Thesis Collection
Description
An account of the resource
Full text access to Wagner College theses in PDF format.
Document
A resource containing textual data. Note that facsimiles or images of texts are still of the genre text.
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Exploring parents' goals for their children's preschool experience
Description
An account of the resource
MS Ed: Early Childhood/Special Education
Abstract
A summary of the resource.
Today's education requires that children attend a fitting preschool setting aligned with their parents' goals. Parents may take innumerable factors into consideration when choosing the right preschool for their child, such as the school's philosophy, their personal beliefs, instruction, location, and the school's reputation. Parents' own early educational experiences may also influence them in profound ways as they pursue their decision-making process.
This study aimed to explore parents' goals and own early childhood experiences in an effort to help teachers better understand and connect with parents. The study used interviews and an online questionnaire. The questions were both specific and open ended, as one of the goals was to learn about personal accounts and memorable experiences parents may have enjoyed in their earliest educational settings. Results indicate that parents do in fact place children in certain preschool settings based on their own early educational experiences, as they want them to either go through the same enjoyable occurrences or undergo better experiences. Implications suggest early childhood centers should understand parents' own experiences and goals in order to forge a deeper connection between educators and parents through a sharing of personal, early educational accounts. Such connections could result in a more comforting and enjoyable learning experience for children, since parents and teachers will be more able to work together toward the same goals.
Creator
An entity primarily responsible for making the resource
Fazio, Paige
Date Accepted
Date of acceptance of the resource. Examples of resources to which a Date Accepted may be relevant are a thesis (accepted by a university department) or an article (accepted by a journal).
2013
Contributor
An entity responsible for making contributions to the resource
DeMoss, Karen
Gonzalez, Katia
Frumkin, Rhoda
Rights
Information about rights held in and over the resource
U.S. and international copyright laws may protect this work. It is provided by Wagner College for scholarly or research purposes only. Commercial use or distribution is not permitted without prior permission of the copyright holder.
Is Part Of
A related resource in which the described resource is physically or logically included.
Wagner College Electronic Thesis Collection
Format
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application/pdf
Extent
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60 pages
Language
A language of the resource
eng
Type
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Text
Identifier
An unambiguous reference to the resource within a given context
Ed_2013_Fazio_Exploring
-
https://d1y502jg6fpugt.cloudfront.net/1909/archive/files/515684940df5929c5d1c93541749c4b6.pdf?Expires=1712793600&Signature=LhqSsEr7Ye%7E4HXPGACkzWuxRsKXE-ivqcfocGp4qgVyMptgVMm2QttX8-rYOjK1-BLPatdlpbjtzlB0424c3QKISGEHSCzWlC8f3X1vd031QcUsLqWSEmoYnQ0dWden82TWsQwAi-tHpk4iLTMzyNdmtUsZDS3cEbOrYdcj-ZTG2KTJZnMaMyOHMWAlvvBR84xcDvF8NXUMMvLA5JyOP5nBPmSlksYnhAvKJzL4tFhKZN8VlMkiJwuTCXnwPpJ4EhlYUWl3NIrNbSl%7EhobjsaZoizH2qx8G-%7Er8-3coGF4m1peSAX2TJkNhlXqUAlwQmVedEyr6PCbGvRXzr9pVfGQ__&Key-Pair-Id=K6UGZS9ZTDSZM
e9e692d586e96b688fdbdd1c989158c1
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Wagner College Electronic Thesis Collection
Description
An account of the resource
Full text access to Wagner College theses in PDF format.
Document
A resource containing textual data. Note that facsimiles or images of texts are still of the genre text.
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
An analysis of teacher preparation policies across four states : exploring policies that may raise student achievement
Description
An account of the resource
MS Ed: Adolescent Education
Abstract
A summary of the resource.
Students in the United States have consistently performed poorly on international mathematics assessments, which could be attributed to numerous factors. This analysis concerns the impact that teacher preparation policies throughout the United States might have on students' mathematics performance. Four states-New York, Mississippi, Massachusetts, and Montana-were chosen according to their students' mathematics performance on the National Assessment of Educational Progress (NAEP) examination. The areas of teacher policy analyzed were the selection requirements for teacher preparation programs, the level and number of required mathematics courses, the mathematics tests required for certification, and the student teaching experience. The results showed that the level of content and rigor of certification tests were among the most variable factors in teacher preparation and hence may also be among the most important for student achievement. Massachusetts, which required the most advanced mathematics courses and most rigorous testing for teacher candidates, was also the state with the highest performing math students. Massachusetts teacher policies could serve as a model for other states to follow so that United States can remain competitive in mathematics.
Creator
An entity primarily responsible for making the resource
Farina, Michael
Date Accepted
Date of acceptance of the resource. Examples of resources to which a Date Accepted may be relevant are a thesis (accepted by a university department) or an article (accepted by a journal).
2014
Contributor
An entity responsible for making contributions to the resource
DeMoss, Karen
Preskill, Stephen
Gazzard, Ann
Rights
Information about rights held in and over the resource
U.S. and international copyright laws may protect this work. It is provided by Wagner College for scholarly or research purposes only. Commercial use or distribution is not permitted without prior permission of the copyright holder.
Is Part Of
A related resource in which the described resource is physically or logically included.
Wagner College Electronic Thesis Collection
Format
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application/pdf
Extent
The size or duration of the resource.
47 pages
Language
A language of the resource
eng
Type
The nature or genre of the resource
Text
Identifier
An unambiguous reference to the resource within a given context
Ed_2014_Farina_Analysis
-
https://d1y502jg6fpugt.cloudfront.net/1909/archive/files/2e3d34b9d0d858dcea5f62270f85a1f3.pdf?Expires=1712793600&Signature=rdcXlt36iKcdcoCSP9TiSz-PxiFQFt9U0373cPBTGPkJgxcz%7E76tsB%7EP3DGw2D6-g3psGq3Bb880zYn6jEpENr%7EZg10pndQn6o-lfMsUGPSGoazJ%7E9KDUbBQ9fhb8opEqaC8JiEP%7Ezg17bmEXQit286HSSWKZkcWXzQ5ZNfCkjRR77KiCwF5VqH68TlgTncNEBv7Fqeq0ti%7EjHI9HjIQxtDSIMMVYa164lDiC6TAVIm1Qgz7EkwosVQX9vinlLorr5orvAt3gI6boOMJF8kb50t3mHRHdEi7r5Gx9viQceqXvh1Z7dMzshJkR7Vk6Kq9Fac6Tqw1a8qZ7LtlQu%7EVMA__&Key-Pair-Id=K6UGZS9ZTDSZM
2ff1d713ea9a80c0e3b97162092401ea
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Wagner College Electronic Thesis Collection
Description
An account of the resource
Full text access to Wagner College theses in PDF format.
Document
A resource containing textual data. Note that facsimiles or images of texts are still of the genre text.
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Impact of single-sex floors vs. co-ed floors in residence halls on college campuses : in terms of damage billing and documented incidents
Description
An account of the resource
MS Ed: Adolescent Education
Abstract
A summary of the resource.
This study set out to find if there is a "best" practice in terms of housing arrangement style, either single-sex or co-ed, in terms of damage fines assigned to students and incidents involving students. Determining if one style or the other influences student behavior could allow for the determining of "best" practices; whether single-sex housing lends to lessening of alcohol incidents, or co-ed housing decreasing the likelihood of community space damages, would be useful information for any institution. The current literature leaves a gap on which style is better from damage fines and incident perspectives; different studies sight both styles as "best" for different reasons.
Permission to conduct this study at Wagner College allowed for data to be collected over five years in three first year residential student housing communities: all male, all female and co-ed floors in Harborview Hall. The study looked at the incidents occurring on each floor over that period of time, and which students were involved. It also examined the fines assigned to each floor; both fines for individual students and fines assigned the entire community for larger scale damages. These findings were analyzed for significance to answer the questions posed.
It was found that neither housing style can be awarded the title "best" in terms of lessening incidents or damage fines. Both housing styles have their merits, but there is not a style which lessened both incidents and damage fines in a consistent way. This outcome indicates that either style is a viable housing option for an institution.
Creator
An entity primarily responsible for making the resource
Liss, Julie
Date Accepted
Date of acceptance of the resource. Examples of resources to which a Date Accepted may be relevant are a thesis (accepted by a university department) or an article (accepted by a journal).
2014
Contributor
An entity responsible for making contributions to the resource
Love, Anne
Gordon, David
Fitzgerald, Jason
Rights
Information about rights held in and over the resource
U.S. and international copyright laws may protect this work. It is provided by Wagner College for scholarly or research purposes only. Commercial use or distribution is not permitted without prior permission of the copyright holder.
Is Part Of
A related resource in which the described resource is physically or logically included.
Wagner College Electronic Thesis Collection
Format
The file format, physical medium, or dimensions of the resource
application/pdf
Extent
The size or duration of the resource.
79 pages
Language
A language of the resource
eng
Type
The nature or genre of the resource
Text
Identifier
An unambiguous reference to the resource within a given context
Ed_2014_Liss_Impact
-
https://d1y502jg6fpugt.cloudfront.net/1909/archive/files/2737c6f40a49e80d1c078cf1f6174ab0.pdf?Expires=1712793600&Signature=VHEPZ4A99ca1OEVPJywx3sgH%7EzbCY39gHyblEZsVA08akFW8nb2ytioCOXcrY40-1t2d89inR4qPNX9JjIrbR2UwRvdNGEPZDfDCfvJOwkVZZMxas9z9LInIBHMvTZaiGX1FDxU0S7v7Mc9hZ764wfeTCZ4UPMaXzuA8xqjQEOa1VoaOx4EJ0DpC%7ECOE0-DBAmMpgIUFWxuLOPwMP4KVqMzIj43lqVJvMKGWCvgT1xWu7tn4EXr0UyG8Egt%7Ef65jnVdYHIIUAls5jVYh9WhuEBhSTmZaHgEIGBnvyoGZD8tKiUCc5KcQSbteVHumZFekFxKSGxGPRUR8iaR4pe8Z%7Ew__&Key-Pair-Id=K6UGZS9ZTDSZM
a74d40988fa6dd26c28d7f5c538c0b98
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Wagner College Electronic Thesis Collection
Description
An account of the resource
Full text access to Wagner College theses in PDF format.
Document
A resource containing textual data. Note that facsimiles or images of texts are still of the genre text.
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Art immersion in preschools
Description
An account of the resource
MS Ed: Early Childhood/Special Education
Abstract
A summary of the resource.
This study examined how early child educators are immersing the arts into their curriculum in a standards based era while considering what approaches if any are followed. Through the utilization of research and interview questions developed and facilitated by the researcher, five early childhood educators provided information about variables impacting the way the arts were immersed in early childhood. The results of this study confirmed the impact that knowledge about early childhood approaches that utilize art can have on the selection of strategies and techniques that are embed in classroom practices in a standard space era.
Creator
An entity primarily responsible for making the resource
Belluci, Kitrina
Date Accepted
Date of acceptance of the resource. Examples of resources to which a Date Accepted may be relevant are a thesis (accepted by a university department) or an article (accepted by a journal).
2014
Contributor
An entity responsible for making contributions to the resource
Gonzalez, Katia
Gordon, David
Gazzard, Ann
Rights
Information about rights held in and over the resource
U.S. and international copyright laws may protect this work. It is provided by Wagner College for scholarly or research purposes only. Commercial use or distribution is not permitted without prior permission of the copyright holder.
Is Part Of
A related resource in which the described resource is physically or logically included.
Wagner College Electronic Thesis Collection
Format
The file format, physical medium, or dimensions of the resource
application/pdf
Extent
The size or duration of the resource.
55 pages
Language
A language of the resource
eng
Type
The nature or genre of the resource
Text
Identifier
An unambiguous reference to the resource within a given context
Ed_2014_Belluci_Art
-
https://d1y502jg6fpugt.cloudfront.net/1909/archive/files/e4c8cc815c3f6696a13f0d0d39864b5e.pdf?Expires=1712793600&Signature=hGfxSUMnM9bTwLAMjaxdao79qTCh2MRfGryV1e2Y5icT2AjYIXgZaNH7mYxD8xS3yvjBfGCC9ct9JUXpoH3jLY9zhuuVUnOto2pxfaUr32Gdp4UmecgffuEVA48v4oMbyy075UGWLtqZzWQ6NydHj1L5V%7Eyfsk%7EBw4o9Hj-nntmT8movcOGTc0sgo84O0TYhz0qQellfT-kKuoe3lMjr-ZyJbxsTGQylhCvfRAkHi-aLtHw5OpyKpdSUrIUeezlzcS5I196k4wikAvJIHsdgQuhtQTyo4zDBOlizbdckISN5IVDUfkqpzmWIAG%7EYg-aDofaMmsknEowl1mN9QtcQeQ__&Key-Pair-Id=K6UGZS9ZTDSZM
30f395d86817abd47bf43260191e5620
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Wagner College Electronic Thesis Collection
Description
An account of the resource
Full text access to Wagner College theses in PDF format.
Document
A resource containing textual data. Note that facsimiles or images of texts are still of the genre text.
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Play therapy strategies to help preschoolers overcome traumatic events
Description
An account of the resource
MS Ed: Early Childhood/Special Education
Abstract
A summary of the resource.
There are many variables that can impact a child's development. One example of this is when children are exposed to different levels of traumatic events. Play therapy is one intervention that is proven to help children work through traumatic experiences. Children do not have the verbal skills that enable them to express their emotions. Play therapy is a technique where play used as a therapeutic method to assist children in coping with emotional stress or trauma. During play therapy, the child is given the freedom to determine the type of play but the therapist can have some control in selecting the type of play materials the child can choose.
This study sought to identify how play therapists define trauma, identify the selection of tools, materials, resources and approaches each therapist selected and implemented based on the services needed for the child. Through two experts with a range of experiences in play therapy were asked to discuss and describe the specific approaches, strategies and tools they utilize to help preschoolers overcome, or to work through a traumatic event.
Creator
An entity primarily responsible for making the resource
Zipf, Melissa
Date Accepted
Date of acceptance of the resource. Examples of resources to which a Date Accepted may be relevant are a thesis (accepted by a university department) or an article (accepted by a journal).
2014
Contributor
An entity responsible for making contributions to the resource
Gonzalez, Katia
Frumkin, Rhoda
Gazzard, Ann
Rights
Information about rights held in and over the resource
U.S. and international copyright laws may protect this work. It is provided by Wagner College for scholarly or research purposes only. Commercial use or distribution is not permitted without prior permission of the copyright holder.
Is Part Of
A related resource in which the described resource is physically or logically included.
Wagner College Electronic Thesis Collection
Format
The file format, physical medium, or dimensions of the resource
application/pdf
Extent
The size or duration of the resource.
57 pages
Language
A language of the resource
eng
Type
The nature or genre of the resource
Text
Identifier
An unambiguous reference to the resource within a given context
Ed_2014_Zipf_Play
-
https://d1y502jg6fpugt.cloudfront.net/1909/archive/files/93d0992de72d46d7b851b69b4d5a857c.pdf?Expires=1712793600&Signature=aB1akCCZiO%7E2ic-7rW%7E%7EHPeRpK-Ek6wAtkYPT%7E5-5LwKJb30HKk8u1YOtvpVy9d6JVh-A%7EAU%7EFMWT-a5difI8HGI5x%7EJ-CNasXrcFEmqkIGi%7EYLRTEjyuOrdwC%7EmRgYh49TtuWUS%7EbV-5E8jQjHZ7bDgsKMirCo9O0hsiD489XNKL4WGRaYqKQXbj3ijEitL9pPIVHOvPQW8oRNY58zKx%7Efcct0gr7D04SY7vrK4OWVwFDiwN11DvbpLDNcjY8SX2JwzH2HqY7ypSk1knHNExuFacOvo3oGIjCitnnCyuGroiWXLvEET%7EbT5jJ81uV0dLixSRARWufFkHp2zAvrDww__&Key-Pair-Id=K6UGZS9ZTDSZM
4f95920811b9fc595404f976896ad27d
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Wagner College Electronic Thesis Collection
Description
An account of the resource
Full text access to Wagner College theses in PDF format.
Document
A resource containing textual data. Note that facsimiles or images of texts are still of the genre text.
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Children's transitions to new programs: a collaborative approach
Description
An account of the resource
MS Ed: Early Childhood/Special Education
Abstract
A summary of the resource.
The transition to Kindergarten is a milestone step for children and their families. Kindergarten today is so formal and demanding, with many standards to follow and high expectations of children. Families might experience stress and anxiety when engaging in transition activities and children might feel nervous when transitioning into Kindergarten. A collaborative approach is imperative for a smooth and effective transition. This study examined three questions focusing on families and school personnel collaborating to create meaningful transitions to Kindergarten for children, as well as their families. Interviews with school personnel were conducted and questionnaires were sent to families of children in a private preschool in Staten Island, NY. Results showed they supported the three questions and indicated that families and their children benefited from collaborating and communicating with school personnel for Kindergarten transition.
Creator
An entity primarily responsible for making the resource
Kouretsos, Caroline
Date Accepted
Date of acceptance of the resource. Examples of resources to which a Date Accepted may be relevant are a thesis (accepted by a university department) or an article (accepted by a journal).
2014
Contributor
An entity responsible for making contributions to the resource
Gonzalez, Katia
Frumkin, Rhoda
Gazzard, Ann
Rights
Information about rights held in and over the resource
U.S. and international copyright laws may protect this work. It is provided by Wagner College for scholarly or research purposes only. Commercial use or distribution is not permitted without prior permission of the copyright holder.
Is Part Of
A related resource in which the described resource is physically or logically included.
Wagner College Electronic Thesis Collection
Format
The file format, physical medium, or dimensions of the resource
application/pdf
Extent
The size or duration of the resource.
73 pages
Language
A language of the resource
eng
Type
The nature or genre of the resource
Text
Identifier
An unambiguous reference to the resource within a given context
Ed_2014_Kouretsos_Childrens
-
https://d1y502jg6fpugt.cloudfront.net/1909/archive/files/21e16ed902bd64a15c870b7cbf294102.pdf?Expires=1712793600&Signature=J0DK3uSeH6RLl64ID2kxpUBsG8n4zEVTpfevzGIpZs68AHjaGQu0tywn76waBBnNee6fxTfLEGv9Ek93JD4koHGEMbjV4Iry4%7EcLqQWvbmdHseYKMcrG%7E3xe3-0Ltqae8ZnUIxyv4ARAvCeSrjyefEcXYAcG8L5qNdck3rgVBGdyg5%7E3o2DzztEnkEq5qXNvSzPETUchewjmZS-5gB2NDXwz%7EN84E8K6D0SHUDkq0xNZFqDw6nYqkk-v9RRhYf%7EXFmmowafOoVNNq1ups8zG6P%7EUwex3JmvlchpyV4B1pH3%7EMpnUlALU-gkhkeYij30adrAOGId00Oav8evStcEpPg__&Key-Pair-Id=K6UGZS9ZTDSZM
d767e0faba004e846f73a4dac36a065c
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Wagner College Electronic Thesis Collection
Description
An account of the resource
Full text access to Wagner College theses in PDF format.
Document
A resource containing textual data. Note that facsimiles or images of texts are still of the genre text.
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
How hispanic parent practices developed through an after school literacy program impact language development practices at home
Description
An account of the resource
MS Ed: Teaching Literacy
Abstract
A summary of the resource.
Children who come from non-English speaking households tend to suffer academically due to language barriers. Parents agree it is important for their child to receive a good education, but they are unsure how to engage academically with them. Parental involvement is imperative for a child to succeed in school, and these parents want to become involved in their child's educational career. To help foster engagement, schools often offer programs for English Language Learners including translators, after school programs, and ESL teachers. Schools usually do not have any programs to support language learning or school support for the families. This study will explore the effectiveness of an after school program focused on parental involvement in a child's early language development.
This study's aim is to explore through qualitative methods if an after school program helped parents acquire skills and techniques to increase literacy learning at home and school. The goal of this study is to meet with these parents and learn about how these strategies taught in the program may have become embedded into their home lives, helping them engage academically with their children. During the course of this program, parents should become more confident on ways to help their child and promote language development. The study will examine whether this was the case.
Creator
An entity primarily responsible for making the resource
Gomez, Christine
Date Accepted
Date of acceptance of the resource. Examples of resources to which a Date Accepted may be relevant are a thesis (accepted by a university department) or an article (accepted by a journal).
2014
Contributor
An entity responsible for making contributions to the resource
Gonzalez, Katia
Frumkin, Rhoda
Gazzard, Ann
Rights
Information about rights held in and over the resource
U.S. and international copyright laws may protect this work. It is provided by Wagner College for scholarly or research purposes only. Commercial use or distribution is not permitted without prior permission of the copyright holder.
Is Part Of
A related resource in which the described resource is physically or logically included.
Wagner College Electronic Thesis Collection
Format
The file format, physical medium, or dimensions of the resource
application/pdf
Extent
The size or duration of the resource.
53 pages
Language
A language of the resource
eng
Type
The nature or genre of the resource
Text
Identifier
An unambiguous reference to the resource within a given context
Ed_2014_Gomez_How
-
https://d1y502jg6fpugt.cloudfront.net/1909/archive/files/9af89ffb50c2fcceffd99e660245fe49.pdf?Expires=1712793600&Signature=fe7vzrAhuvracp7LxlLSaM4zJeoIdefFbUQLgeEzKmGR03nbzCl%7E2MTV-72eZAckXvmVR%7EXlY0i4-UOD8Z4O2-1ANbkGURlSxFwfrk%7E9X1pBMV2dW0z9XAsGXiCsubWVI%7EJV3uxBHFsv1L40vdS8oRzRstfZriEFqwh5-EPjIUtJpA2eAJ0pQAuhqtH9%7Eqd5eYsd7ap7lnZvsVGcBVSwaNjLSNO%7E0dFZiBlUA%7ERYXnkh8GtA1IX2uhwbIc%7EAAf81YouXY8bpPYHZaKymZLE8EIX0z8eU%7EpL8i8HiejuBijHSr4F6l3RcZyAx8gcKRug%7EnhzAAoS-hBqUVVurxRRuQQ__&Key-Pair-Id=K6UGZS9ZTDSZM
90a5ba89d521d1b16fe3771a563a6de8
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Wagner College Electronic Thesis Collection
Description
An account of the resource
Full text access to Wagner College theses in PDF format.
Document
A resource containing textual data. Note that facsimiles or images of texts are still of the genre text.
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
A study of teacher engagement in a dual language program
Description
An account of the resource
MS Ed: Teaching Literacy
Abstract
A summary of the resource.
Researchers have found that high-quality and long-term dual language programs promote academic achievement and high levels of language proficiency for learners from both language groups (Hood, 2011). The purpose of this study was to explore how a dual language approach was fostered in a new school designed to promote bilingual education. The study analyzed teachers' efforts to navigate language learning, teaching, and cultural assumptions. Results indicate that the dual language approach in the new school was supported through effective collaboration and planning to meet the needs of diverse English Language Learners. This study also explored the importance of lived teacher experiences of this new school. Each teacher was brought into the school with a different educational background. Although their backgrounds were different, they were brought into the school to work towards the school's goal: creating a successful dual language program. Their perception of what the program was going to be like before starting the school year went through major changes throughout the first four months of school. Teachers' understandings changed as a result of a series of meetings that were held throughout the first four months discussing the program and its effectiveness for students. Teachers' ability to share their ideas and feelings about what was working and what was not working was important for the change in attitudes and building of shared understandings. This study focuses on the six teachers who came together to apply the ideals and methods of the dual language program within each of their classrooms and in the school as a whole.
Creator
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Bauer, Alexandra
Date Accepted
Date of acceptance of the resource. Examples of resources to which a Date Accepted may be relevant are a thesis (accepted by a university department) or an article (accepted by a journal).
2014
Contributor
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DeMoss, Karen
Gonzalez, Katia
Frumkin, Rhoda
Rights
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U.S. and international copyright laws may protect this work. It is provided by Wagner College for scholarly or research purposes only. Commercial use or distribution is not permitted without prior permission of the copyright holder.
Is Part Of
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Wagner College Electronic Thesis Collection
Format
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application/pdf
Extent
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82 pages
Language
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eng
Type
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Text
Identifier
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Ed_2014_Bauer_Study
-
https://d1y502jg6fpugt.cloudfront.net/1909/archive/files/079655e4a741c184b32f108b7e08e54f.pdf?Expires=1712793600&Signature=CRDpXd3qtbgXolj9XkE0sUs%7EZF%7EqcDM5eyRsdz8lqzhHZBJXpfWzjiDN2KSD5KHL%7EOs2lXYfQIHeO%7E7y4wenJGK%7EUZSL4g1%7E8TnPLHq-TH5teVXhIqDO00FmD%7EUactAvr0VkzuOen-GQoPhlK97XFtk9eDBW80UeJ5lh4MArm7ZqnjO4UYwbah2YvEfZLmyA1py9Y7fRAkWPpwEqUWQjgH9I9EXXwetkQZSWjqVzyhvVb39zmnImUFFtxdHC43%7EU1LhImv00zlTk9FKjsd9477sxoNmNcv5mf1vashwFMygR7OCoqoapMKER1xHUgQ1GNzXtQcTGH5X7Jyk-g2ZZXQ__&Key-Pair-Id=K6UGZS9ZTDSZM
cc59718bd8332e21c3363721e81a2ad4
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Wagner College Electronic Thesis Collection
Description
An account of the resource
Full text access to Wagner College theses in PDF format.
Document
A resource containing textual data. Note that facsimiles or images of texts are still of the genre text.
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Addressing family diversity: creating a LGBTQ inclusive program for early childhood educators
Description
An account of the resource
MS Ed: Early Childhood/Special Education
Abstract
A summary of the resource.
Between I and 13 million children are being raised by lesbian, gay, bisexual, transgender, or queer (LGBTQ) parents in the United States. This means that in early childhood settings across the country, many students are coming to school with diverse family configurations. There has been much research done to show the importance of a positive relationship between school and home life, especially for children in early childhood classrooms. A positive bond formed between families and early childhood educators is a key factor in a child's development and leads to better social, behavioral, and academic outcomes. Students tend to perform better and have higher self-esteem. Therefore, it is imperative that children see their diverse families represented in materials and lessons in schools. LGBTQ diversity training is needed for both pre-service and in-service teachers so they can learn appropriate ways of creating an inclusive classroom.
The purpose of this study was to explore the idea of LGBTQ inclusion in early childhood settings. This study surveyed current early childhood teachers to learn what inclusive practices they are currently employing in their classrooms, as well as their background knowledge in LGBTQ issues. LGBTQ parents who have or have had children in early childhood classrooms were interviewed on their experiences in an effort to gain real life understanding and insight into the struggles LGBTQ families face. LGBTQ parents were also questioned about their hopes and expectations for inclusive schools. Finally, the information gathered from the parent focus group and teacher surveys was used to develop a framework for an LGBTQ inclusive workshop for teachers to learn more about family diversity and how to incorporate these issues into their classrooms.
Creator
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Figuly, Jessica
Date Accepted
Date of acceptance of the resource. Examples of resources to which a Date Accepted may be relevant are a thesis (accepted by a university department) or an article (accepted by a journal).
2014
Contributor
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Gazzard, Ann
Gonzalez, Katia
Gordon, David
Rights
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U.S. and international copyright laws may protect this work. It is provided by Wagner College for scholarly or research purposes only. Commercial use or distribution is not permitted without prior permission of the copyright holder.
Is Part Of
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Wagner College Electronic Thesis Collection
Format
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application/pdf
Extent
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107 pages
Language
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eng
Type
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Text
Identifier
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Ed_2014_Figuly_Addressing
-
https://d1y502jg6fpugt.cloudfront.net/1909/archive/files/6716cc2f3279ab3956b99e1df9173ffd.pdf?Expires=1712793600&Signature=X6yu8iYpaJqQOZwwjSi%7EVuybBijLUMdUExBiwUXJg7SCzqHD1mluZkfBUqDuzkq023KbeqaVBnl29G%7EpFHdHl9XF9eIPdJ44NZ%7Edyhez4hH4gtw1MAKR125EMVJ3dsqUkyGj810TpDaC4QXf1E9yd%7EeDVv7aoocgtD%7Erk40nzEUOzoOA5fQ8Wkces63JmLFpJ-kl7DAm%7EqQRQOraJejUPHL-obnwcHxqPzZAuWepNi-uayqJfxjxQ8zCo96Unk1Vn2Niri1r6kns715cEcTYHUu884Il4MnMwLN2LS2ojtteJxHz-rOwQgzD2pOT6N7dI8GPNnJoPT0IgeEDdGwUkg__&Key-Pair-Id=K6UGZS9ZTDSZM
10973e055d6d54fe5eba0ab506e10022
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Wagner College Electronic Thesis Collection
Description
An account of the resource
Full text access to Wagner College theses in PDF format.
Document
A resource containing textual data. Note that facsimiles or images of texts are still of the genre text.
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Engaging families in language development
Description
An account of the resource
MS Ed: Teaching Literacy
Abstract
A summary of the resource.
This exploratory study examines how early career educators can develop their abilities to plan and implement instruction for English Language Learners (ELLs). Seven female Wagner College graduate students were observed working in an English language and literacy development program, and later interviewed about how they were prepared to work in the program, and their experiences in the program. Findings highlight the need for a basic knowledge base of students' native language in order to effectively plan and implement English language instruction. Furthermore, findings suggest that interactive activities, teachers' cultural competence, and the opportunities for reflection all positively impact ELLs instruction. Program and educational improvements are discussed.
Creator
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McGrath, Deirdre
Date Accepted
Date of acceptance of the resource. Examples of resources to which a Date Accepted may be relevant are a thesis (accepted by a university department) or an article (accepted by a journal).
2014
Contributor
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DeMoss, Karen
Gonzalez, Katia
Frumkin, Rhoda
Rights
Information about rights held in and over the resource
U.S. and international copyright laws may protect this work. It is provided by Wagner College for scholarly or research purposes only. Commercial use or distribution is not permitted without prior permission of the copyright holder.
Is Part Of
A related resource in which the described resource is physically or logically included.
Wagner College Electronic Thesis Collection
Format
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application/pdf
Extent
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48 pages
Language
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eng
Type
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Text
Identifier
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Ed_2014_McGrath_Engaging
-
https://d1y502jg6fpugt.cloudfront.net/1909/archive/files/a6ae0daa4e37155ab05fb6f25a9d6416.pdf?Expires=1712793600&Signature=SPsW86-pNtjBgpAeICWyBWog8g9KDmWJNGauXdTrNhx1W2w2vX1gF8M7QNCU9mz4XKDPMMPCRl1E6l-UhLm8AgKAEIPFFSttZkf4AEUncJrWNIazyMCi0nxoV1qx%7ErCuw0J9U5BBfoeZwQCam7kmugklJQ9%7ESVJbKOyqM4nKXE-OtUwtqXTXO9GWCKMggNga0kAFTp8sIDL5S8InmB2jaAI90BoY9h8GVkYialv4nHnlHoPDb9mt7QP9p%7EtQr92UuQiEkDdrZNDzNs%7EKMwAWahZORRjF6R22XraOXQQTdXZuv%7EhlDoaPVjoEhzqILRKfKwETzp2QhtQwmSFXAvIDqg__&Key-Pair-Id=K6UGZS9ZTDSZM
3dcbe4699876673926959446b8207aee
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Wagner College Electronic Thesis Collection
Description
An account of the resource
Full text access to Wagner College theses in PDF format.
Document
A resource containing textual data. Note that facsimiles or images of texts are still of the genre text.
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Helping students become diverse learners through Gardner's Multiple Intelligence Theory
Description
An account of the resource
MS Ed: Teaching Literacy
Creator
An entity primarily responsible for making the resource
McComiskey, Elizabeth
Date Accepted
Date of acceptance of the resource. Examples of resources to which a Date Accepted may be relevant are a thesis (accepted by a university department) or an article (accepted by a journal).
2014
Contributor
An entity responsible for making contributions to the resource
Frumkin, Rhoda
Gonzalez, Katia
Gazzard, Ann
Rights
Information about rights held in and over the resource
U.S. and international copyright laws may protect this work. It is provided by Wagner College for scholarly or research purposes only. Commercial use or distribution is not permitted without prior permission of the copyright holder.
Is Part Of
A related resource in which the described resource is physically or logically included.
Wagner College Electronic Thesis Collection
Format
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application/pdf
Extent
The size or duration of the resource.
52 pages
Language
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eng
Type
The nature or genre of the resource
Text
Identifier
An unambiguous reference to the resource within a given context
Ed_2014_McComiskey_Helping
-
https://d1y502jg6fpugt.cloudfront.net/1909/archive/files/cd46277600543a486e52a5f3c996c26b.pdf?Expires=1712793600&Signature=cS88d0IJi00Gdv7MnGaCuCM1tfTSvJPbdk8LQeAf1cx5yhvhokhXLl4IJzt01obtxG-Gvlv2z6z2caKISp1Vsrq52a%7EgxpKEqK2QKiPcYp3%7En8LgC-U6-Sbtaw%7EaCoi%7EW64yQGs2fHSLkCNJEKYCVuWD9F2UhWCKgX3g8M7maf7sMiBNZY%7EszbZX7FRbj5-Sb-bKLtAiSpz4gUxnEdf9jMDxpQa4AD3xomhJ0Gh0SprNjEZ%7ELUrp54Ymxf9b1BPGS152oLPnp2JZhUa68DvZfLr3x46bCpzHAKharVR9IMD%7E0Tl1cZ33Am4I7jotFS1dRcTcb2MemSbjTFPPjTQVaQ__&Key-Pair-Id=K6UGZS9ZTDSZM
5184a3b5c60844534934dc4aef58d0af
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Wagner College Electronic Thesis Collection
Description
An account of the resource
Full text access to Wagner College theses in PDF format.
Document
A resource containing textual data. Note that facsimiles or images of texts are still of the genre text.
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Developing reflective educators
Description
An account of the resource
MS Ed: Teaching Literacy
Creator
An entity primarily responsible for making the resource
Johnsen, Emilie
Date Accepted
Date of acceptance of the resource. Examples of resources to which a Date Accepted may be relevant are a thesis (accepted by a university department) or an article (accepted by a journal).
2014
Contributor
An entity responsible for making contributions to the resource
DeMoss, Karen
Frumkin, Rhoda
Gonzalez, Katia
Rights
Information about rights held in and over the resource
U.S. and international copyright laws may protect this work. It is provided by Wagner College for scholarly or research purposes only. Commercial use or distribution is not permitted without prior permission of the copyright holder.
Is Part Of
A related resource in which the described resource is physically or logically included.
Wagner College Electronic Thesis Collection
Format
The file format, physical medium, or dimensions of the resource
application/pdf
Extent
The size or duration of the resource.
56 pages
Language
A language of the resource
eng
Type
The nature or genre of the resource
Text
Identifier
An unambiguous reference to the resource within a given context
Ed_2014_Johnsen_Building