2
12
29
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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
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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
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Wagner College Electronic Thesis Collection
Format
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application/pdf
Extent
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57 pages
Language
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eng
Type
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Text
Identifier
An unambiguous reference to the resource within a given context
Ed_2014_Zipf_Play
-
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
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Gonzalez, Katia
Gordon, David
Gazzard, Ann
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
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/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
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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/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
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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_Farina_Analysis
-
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
The file format, physical medium, or dimensions of the resource
application/pdf
Extent
The size or duration of the resource.
60 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_2013_Fazio_Exploring
-
https://d1y502jg6fpugt.cloudfront.net/1909/archive/files/84f940a3f6fd40caf0382b11568abf96.pdf?Expires=1712793600&Signature=Hjz9xakQ9hik0wN7zh7ds-q2kfafXJGcN-iEGGrCMHic5Xfq4O0%7EaT91jQjbtlVipOKfes92-AePet0l-gyHEdvCpymPeQPtuueogrxhlSkHYtwxR96Z5iC2FvNXAoz-VTDJhEXWAFv-wfo9E8Qi32f88s5TziNC1G3gFEYnQ6zyDQQVZMYI0tJSbrFEJGX4liHvvLZBL4anafrgrU0GVWxbwV2GsrIq2JOE-mI-OrS6YCGMEibamZyqAC8tDuctAX-gpxelrnvttBcYkLp5C6n78QzX4yVqdApfAdRJ6VDPqP76x7r1vzb%7E7KcN04FSprmVz3RA4lNx6uJqUQ1zoA__&Key-Pair-Id=K6UGZS9ZTDSZM
922a63049c3723b5e3cc985167036eae
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 descriptions of early childhood after-dinner learning experiences: constructive activities vs. passive activities
Description
An account of the resource
MS Ed: Early Childhood/Special Education
Abstract
A summary of the resource.
This study explored the differences in how children experienced active and passive play in the late evenings in a daycare environment. Children were observed in ten- to thirty-minute activities, then asked questions about the activities ranging from whether they enjoyed the activity, such as playing with blocks or watching the television, to how they felt when participating in the activity. The researcher learned that students enjoyed most of the activities provided, and they do feel that they learn from the specific activities. Analysis of the data shows that constructive activities do indeed provoke more language than the passive activities. Educators can use this information to improve their practice and help children, especially those from low socioeconomic backgrounds, maximize their learning.
Creator
An entity primarily responsible for making the resource
Durkin, Jaclyn
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
The file format, physical medium, or dimensions of the resource
application/pdf
Extent
The size or duration of the resource.
71 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_2013_Durkin_Childrens
-
https://d1y502jg6fpugt.cloudfront.net/1909/archive/files/4a1455534d9d9a599e790d7647143b72.pdf?Expires=1712793600&Signature=AemqMxQuCg6UKF6FdLZLCZ2H-68770oSnjXQKQ%7EMmrV3NVStKqGqkYdBZKShiGvXrw5IG6EBAxvFeHT73o-WgNdmYTq8xLceaenLM9AfaFdz3UkAHxOGFRpMWGwjPhsHg8BaziOBMpVlUsokMRsqZoEGXonvipIMlenDD7BbENJk4FNbI9qQOfyc83vIRwDOWeRKDfQ%7E-9BsoUI8stWy0UhzfZGMnceKxJPaoRHtwjCyhj4cfTyQGpzgqBvFyNqOmKsbcns8u6y4UbE3mi7nuoCOB4q0fVyqPk%7E89ai4DRqr2-lFV6sPxz6JEHp2imdgDAZSsuII6R4OUbMNiqcx1g__&Key-Pair-Id=K6UGZS9ZTDSZM
84fba443496269d9b472abf6d3830ec8
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
In what ways might flipped instruction using technology support students' success with word problems?
Description
An account of the resource
MS Ed: Teaching Literacy
Abstract
A summary of the resource.
This study explored whether the implementation of technology-based flipped instruction might have any effect on students' success with mathematics word problems. During the study, two 5th grade classes were asked to fill out pre- and post-questionnaires describing their attitudes and opinions towards technology in the classroom, math word problems, and major academic subjects in general. There were also two assignments that compared the results of instructional methods that were linked to each assignment: flipped instruction and traditional instruction. Evidence showed that flipped instruction had a possible positive impact on students' performance on math word problems.
Creator
An entity primarily responsible for making the resource
Doxey, Brian
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
Frumkin, Rhoda
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.
72 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_2013_Doxey_In
-
https://d1y502jg6fpugt.cloudfront.net/1909/archive/files/6c4a351e5ab03193c4f683fc526b107e.pdf?Expires=1712793600&Signature=PAHSFiUot2oy1YxfT2XmiuCz0qfTcQNcbyAUPN7wnzKJE9Wq6ZAptsvcJiHGfkcKt9YfBUg2fM3lw4egwakwHsQgROXWELDNA7ijBF3e-QZjO7Kwg%7EqCCp-17v%7EAlrUAfg16kkCzDFmQQw4FNiI41BZirLbg00nToMIT3%7Ebfe3jNkPWWkx92Vcf9%7E72U-N1MVzcsNpgqUF5AbvdOZRU4QohABxOrOZEcb17zB05GBT-vk0ny2DQ%7EkJ2Jk74OBWPJ49rNOkdLpr1KxQ5GIHmqh6Z6oWksgjotW5vsrng6E6ZVG2aOtZ4KPWjkagBvvlJ4rLBuvNeOchz2GHpqdd6OxQ__&Key-Pair-Id=K6UGZS9ZTDSZM
17ce2fe159d5511b070f47ca47f681a0
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 comparative study of novice and veteran teachers in response to high-stakes testing preparation
Description
An account of the resource
MS Ed: Teaching Literacy
Abstract
A summary of the resource.
The No Child Left Behind Act (NCLB) of 2001 mandated both assessment and accountability across all the states, the District of Columbia, and Puerto Rico. NCLB's highstakes accountability system rewards or punishes school districts, schools, and teachers for the academic performance of their students (Dworkin, 2005). Rewards include school funding and job security while punishments can be as severe as the closing of an entire school. The highstakes tests, which begin in third grade, require plenty of preparation from both teachers and students.
The purpose of this study was to explore the different literacy test preparation approaches both novice and veteran 3rd, 4th and 5th grade teachers of one school used in their classrooms and to examine whether and how they shared these approaches. The study also analyzed teachers' perceptions ofthe strengths and weaknesses of these practices and how they were able to bridge the generational gap between novice and veteran teachers in order to professionally collaborate with one another and create a positive school culture. Results indicate that although professional collaboration was evident, novice and veteran teachers possessed different perceptions on test preparation and utilized different practices in their classrooms. These practices were directly related to both their perceptions of accountability and years of experience within the field.
Creator
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D' Alessio, Amanda
Date Accepted
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2013
Contributor
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DeMoss, Karen
Preskill, Stephen
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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54 pages
Language
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eng
Type
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Text
Identifier
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Ed_2013_DAlessio_Comparative
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https://d1y502jg6fpugt.cloudfront.net/1909/archive/files/130f9967dd055435bbacc11ec3322120.pdf?Expires=1712793600&Signature=U-pgB9QSJzWiQJhoc9dV-rztMGnm1zcUST5wnAG%7EMpEqtbofkOTPuKfTXGHu7yNsVjaSQHqNsi-lqKXsKewK-Di0Me0WjvHQCOVCDMVZ50u7kio7Mi93JYh1WFC0UUsl2OfJQZ3PJk5MNM8oswBS2jW2Q-NSm5HlZdZ40Ehc8lfPC2w28yC4U8bdap51JToLStPwzxqksC6uOp1KQheT2xjPf5AVv0tXkH2ly8BM5M31cJ7H-VOMjQVIowp3ooFOlNTdIk26peWlhGibxZLt9gcw5STn-Ul-TnM9Jsv%7ElFwsWTkuVfaMpNEZVnHe1YAWdykaMnyup9L4LLEut-Uj3Q__&Key-Pair-Id=K6UGZS9ZTDSZM
2eeaa549aa8744ad7bcdd4feb14bdfcc
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
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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
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Test preparation and student engagement in literacy learning in the upper elementary classrooms
Description
An account of the resource
MS Ed: Teaching Literacy
Abstract
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This dissertation explores how educators teach test preparation to upper elementary students. Since the No Child Left Behind Act, educators have been faced with increasing pressure to meet the standards of accountability set for their state, and school district. Teachers have to prepare students for the material that will be presented to them on high-stakes testing. Are educators truly preparing students for high-stakes testing? This dissertation examines how test-preparation is being taught in the upper elementary grades. Also it gives insight into how matching test-preparation to a student learning style can increase engagement.
Creator
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Vuono, Lisa Marie Craig
Date Accepted
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2012
Contributor
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Preskill, Stephen
Zanfini, Mary
Gazzard, Ann
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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70 pages
Language
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eng
Type
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Text
Identifier
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Ed_2012_Vuono_Test
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https://d1y502jg6fpugt.cloudfront.net/1909/archive/files/62676c03988735c24e69e4a2cf33e15f.pdf?Expires=1712793600&Signature=v-XsN27WpUrHvQvQ8PULLFqtMz3k3vEksA9ZulQec-UbjlxjTyEluspKM2-lEM48pd3FEIJQwHwqFe90QxnEjyRHd-v4wo-2vHEzDHyNkEBj8r0hYbqK0AqgxolsR5U%7ETNvF7DfqjcciLBE3vphIIHIdCKOMHzUzHtvoKYvLy4kDlVaJYDMSU21v2rR5LvQzVWeVCkpd%7EMaxBmGeyvQjSXBTx8zEE0FmtYlD9jXRhUQpKb105LXQP1p9hp%7Ebxi-PvIlBVR3q33ILMkq5wwKBGKAzYM%7EOyV7afuIl5PKds-XcU19Zt6rAsDLxl-m0wCZIejCRu%7EEvd%7EPhsRpXouuAxA__&Key-Pair-Id=K6UGZS9ZTDSZM
27eb85f8b3cbc1cc45c27c44008c0ae4
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
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The effect of early literacy exposure in the home on reading development of kindergarteners
Description
An account of the resource
MS Ed: Teaching Literacy
Abstract
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Children have a variety of experiences with literacy before they even enter the classroom on their first day of school. Many children are exposed to literacy-rich environments and an assortment of print from an early age. This exposure can help them to develop early literacy skills and allow then to enter the classroom at a higher beginning reading level. The purpose of this study was to investigate the amount of literacy that children were exposed to before entering kindergarten and compare this exposure to their initial reading levels when starting kindergarten.
This study examined the quantity of literacy that eight different students from a regular education kindergarten classroom were exposed to at home before entering school. The parents of these students answered a ten question survey regarding specific examples of literacy experiences that their child may have been exposed to. Parents' survey results were then compared to their children's individual reading level when entering kindergarten. A positive correlation was found between early literacy exposure in the home and beginning reading levels. The student who had the highest level of literacy exposure has the highest reading levels when entering kindergarten.
This study looks to reinforce the idea that the amount of early literacy exposure introduced to children who are now in kindergarten positively affect their overall reading development.
Creator
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Mohr, Kelly Lynn
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).
2012
Contributor
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Preskill, Stephen
Gazzard, Ann
Gonzalez, Katia
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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56 pages
Language
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eng
Type
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Text
Identifier
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Ed_2012_Mohr_Effect
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https://d1y502jg6fpugt.cloudfront.net/1909/archive/files/040714a7c16906b8841f5d933998e18a.pdf?Expires=1712793600&Signature=nHBkcZiaGXUiMUKGZMHW9fsig4njN8wCydADfNvkjpeSeMSNLWHukr9kJ--C3pWabpDaZ%7EsE5tVKWg4kV3qHI63A%7E3Adsyqf7c0f4qCbi5tCXy35BtK3Q5wgr3qF1AuJmOi944FSos18NatJFQpLTYrs9eKP5zP8m8CBcl6jCp72coUbdE7tK9yGcDfNhAv4uydZWBwiqn8xo8hGZzmWaT6I8Yh02BJmeJ4R-VYgo06U%7Esz1j9YAeBG0%7Er%7EqiaMRH00KYAbQOj0v4CkcuGyXCSNljjyZBcVbrG%7EVCCtdECGwvWxNF2KPSoUcuFpdTxBjPgbo3x0VanEJzfjftwxiSQ__&Key-Pair-Id=K6UGZS9ZTDSZM
8f4c52d10a8b428abb6692786385bfa2
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
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How picture books support pre-literate children's responses during post-reading discussions
Description
An account of the resource
MS Ed: Teaching Literacy
Abstract
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In order to foster a love for reading, children must be able to comprehend the stories they are reading. Picture books are important in the lives of pre-literate children's beginning reading. The illustrations in picture books allow readers to interact with the texts and have a meaningful experience with literature. Understanding the relationship between picture book illustrations and reading comprehension, educators may enhance their students' reading comprehension to an ever greater extent. The goal of this study is to investigate how picture books support the extent of pre-literate children's responses during post-reading discussions.
Creator
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Pan, Peter Chih-Hang
Date Accepted
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2012
Contributor
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Preskill, Stephen
Gazzard, Ann
Arena, Danielle
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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40 pages
Language
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eng
Type
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Text
Identifier
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Ed_2012_Pan_How
-
https://d1y502jg6fpugt.cloudfront.net/1909/archive/files/2377c6c63ef279d4151f3ba3ebea5b31.pdf?Expires=1712793600&Signature=PzKYFF0bdIt3EF3EznirS6mzwj-uaDLRgYgTmsqV-ktumn8e0jK8wjxJm9CiMSCh6q13HDA8Unqcok23iamCkiEeNOwqbIWb5Z5ZllcsdIlddmQZe9nr%7EboxaVSuxLBla745Zm0i5CQzbQ9F2hsF3go0YlRIc1WRdiYMQAFS-w1C0OwmvQb8f8MLo65Xqt-TTqeAbWGUUCYb6LkgGNXyw5MqLTVsoiT5ulasEQSUDNJ5Xr%7EK0QWIB%7EHAoUERNLStPBlzQgvEC3O3JjfaKvkkHOgoWFrJRnzRUfD40IxPjmqpSBH0222HZ-fma%7EVLJA9OP%7EYLyfseKU09TKFFQDvZiQ__&Key-Pair-Id=K6UGZS9ZTDSZM
a6e7f2860249787eb5ca43c32ce273f4
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
Philosophy for children and its impact on student dialogue, language, and thinking skills
Description
An account of the resource
MS Ed
Abstract
A summary of the resource.
With high stakes testing and teachers focused on behavioral outcomes, it appears little time is left for effective group dialogue in the classroom (Fisher, 2007). However, Philosophy for Children is a program that can be implemented in the classroom to encourage student dialogue and improve language and thinking skills. This study explores the impact of Philosophy for Children in a preschool setting on dialogue, language, and thinking skills as measured by number of occurrences of student-initiated questions, connections made to personal experiences, support or elaboration provided for answers in the form of reasons or examples, and the length of time of discussion. The participants in this study were six preschool students ranging from age 3 years, 11 months to 4 years, 11 months. Students met with the researcher twice a week for a total of ten sessions. At each session, the researcher read a children's book and pursued a philosophical discussion with the students. Each session was recorded for assessment purposes. As the sessions progressed, there was no trend in student-initiated questions, an increased in the number of connections students made to personal experiences, and support and elaboration provided remained consistent throughout the sessions. The length of discussion time remained consistent as well. Looking at the variables for each student independently offered more insight into the impact of the program as well as limitations. This study has shown that preschool children can participate in discussion, ask questions to peers, make personal connections, and provide support and elaboration when discussing philosophical topics. Future research should explore the impact of time constraints, gender roles, and organization of discussion material has on student discussion, language, and thinking skills.
Creator
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Ardolli, Albane
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).
2012
Contributor
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Preskill, Stephen
Gazzard, Ann
Arena, Danielle
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
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Wagner College Electronic Thesis Collection
Format
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application/pdf
Extent
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56 pages
Language
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eng
Type
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Text
Identifier
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Ed_2012_Ardolli_Philosophy