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Produced by Research Connections
Peer Reviewed JournalCurrent Filters: Author:Neuharth-Pritchett, Stacey [remove];
9 results found.|
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Attention Deficit/Hyperactivity Disorder across cultures: Development and disability in contexts A description of the research presented in the special issue of Early Child Development and Care focusing on the views of early childhood educators from several developed countries on the subject of Attention Deficit Disorder (ADD) and Attention Deficit Hyperactivity Disorder (ADHD) |
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Attention Deficit/Hyperactivity Disorder across cultures: Development and disability in contexts [Special issue] A special issue of the journal Early Child Development and Care, focusing on the views of early childhood educators from several developed countries on the subject of Attention Deficit Disorder (ADD) and Attention Deficit Hyperactivity Disorder (ADHD) |
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Beliefs about classroom practices and teachers' education level: An examination of developmentally appropriate and inappropriate beliefs in early childhood classrooms A comparison of the beliefs of lead teachers and assistant teachers on developmentally appropriate practices in early childhood classrooms, based on a sample of 35 lead teachers and 27 teacher assistants in public prekindergarten classrooms |
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Development and validation of a measure to assess Head Start children's appraisals of teacher support An examination of Young Children’s Appraisals of Teacher Support (Y-CATS), a measure designed to explore children’s perceptions of their relations with teachers along dimensions of warmth, conflict, and autonomy |
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Effects of a supplemental Spanish oral language program on sentence length, complexity, and grammaticality in Spanish-speaking children attending English-only preschools A study the effects of a supplemental Spanish Oral Language program on Spanish sentence length, a subordination index, and grammar from 45 Spanish-speaking children attending English-only prekindergarten classrooms compared with 30 children in control classrooms, evaluated prior to, immediately after, and 4 months following intervention |
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Examining factorial validity and measurement invariance of the Student-Teacher Relationship Scale A validation of the psychometric properties of the Student-Teacher Relationship Scale for both African American and European American children, based on a secondary analysis of 308 children |
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Knowledge and attitudes of early childhood preservice teachers regarding the inclusion of children with Autism Spectrum Disorder A study of knowledge and attitudes of early childhood preservice teachers with regard to Autism Spectrum Disorder (ASD) and the inclusion of children with ASD in classrooms, based on a survey of 15 childhood preservice teachers at a large southeastern university |
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PAVEd for Success: An evaluation of a comprehensive preliteracy program for four-year-old children A study of the effect of the prekindergarten-year implementation of the PAVEd for Success preliteracy curriculum, either alone or with supplementary literacy, phonological, or vocabulary training, on measures of classroom quality and changes in children's literacy and language skills through kindergarten, based on data collected from 350 children at control and experimental schools |
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Research into practice: teacher beliefs, reading, and literacy intervention A synopsis of the seven study reports included in this issue of the Journal of Research in Childhood Education |
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