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Direct linkKrista Lunz – ProQuest LLC, 2024
Purposeful play has many educational benefits that support the whole child. As academic rigor continues to rise, the need for developmentally appropriate practices that support both academic and social emotional learning increases. The purpose of this quantitative study was to understand principals' perceptions of the incorporation of purposeful…
Descriptors: Administrator Attitudes, Play, Educational Strategies, Preschool Education
Rhoda Snow Creech – ProQuest LLC, 2021
The number of individuals with comorbid visual impairment and autism spectrum disorder is growing rapidly. The purpose of this qualitative phenomenological study was to describe the lived experiences of teachers who strategically create active learning culture for tactile-defensive students who have autism and visual impairment. Little research…
Descriptors: Autism Spectrum Disorders, Comorbidity, Visual Impairments, Active Learning
Callaghan, Melissa N. – ProQuest LLC, 2018
To date, applying what is known about child development to educational app design has been minimally studied and rarely tested. Using developmental and learning sciences research (e.g., Hirsh-Pasek et al., 2015), this dissertation identifies whether evidence-based teaching strategies are used in the design of existing educational apps and…
Descriptors: Educational Technology, Computer Oriented Programs, Preschool Education, Preschool Children
DeLoach, Darcia – ProQuest LLC, 2017
Response to Intervention (RTI) is a research-based process in which students are provided timely intensive interventions. No longer adopting "wait to fail" models, this paradigm shift has challenged educators to employ systematic mathematics interventions which has been reported as challenging to implement within high schools. Therefore,…
Descriptors: Teacher Attitudes, Response to Intervention, High Schools, Secondary School Teachers
Woodason, Janna – ProQuest LLC, 2017
Response to Intervention (RTI) is a research-based process in which students are provided timely intensive interventions. No longer adopting "wait to fail" models, this paradigm shift has challenged educators to employ systematic mathematics interventions which has been reported as challenging to implement within high schools. Therefore,…
Descriptors: Teacher Attitudes, Response to Intervention, High Schools, Secondary School Teachers
Kelley, Lynn Allyson – ProQuest LLC, 2009
An investigation was conducted to determine whether the level of social studies interview questions second graders formulate and use can be increased with questioning instruction in terms of quality, which is defined as depth of response, and in terms of quantity. This was a quantitative study using both qualitative and quantitative data in which…
Descriptors: Experimental Groups, Control Groups, Developmentally Appropriate Practices, Grade 2
