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- Creators: Enz, Billie
- Creators: Arizona State University. College of Nursing & Healthcare Innovation
Description
This study investigated the effects of different types of play-embedded instruction on preschoolers' vocabulary learning during a vocabulary intervention known as Say-Tell-Do-Play (STDP). The goal of this study was to determine whether or not two types of play - Story Drama and a Vocabulary Matching Game - enhanced the effectiveness of the STDP strategy. To investigate this goal, the researcher implemented the STDP instructional routine for 17 children with three different picture books and their corresponding play activities and a control condition (Drawing) in a counterbalanced order. Descriptive statistics were utilized to understand the effects of these different play activities on the children's receptive and expressive vocabulary learning. Findings showed that the STDP vocabulary instructional strategy had a much larger impact on children's receptive vocabulary than on expressive vocabulary learning. The play activities did not seem to make much difference in the learning of receptive and expressive vocabulary. The results indicated that the STDP strategy is an effective way to teach receptive vocabulary. There was a lack of evidence that the different types of play significantly affected children's vocabulary learning.
ContributorsSong, Mi-Jung (Author) / Christie, James (Thesis advisor) / Enz, Billie (Committee member) / Blanchard, Jay (Committee member) / Arizona State University (Publisher)
Created2012
Description
Abstract
Objective: The purpose of this literature review is to examine the most psychometrically sound (e.g., valid and reliable) instruments measuring physical activity (PA) so that reflection of preschool children’s activity and documentation of intervention effects on preschool child PA is accurate.
Methods: Rigorous validation and calibration studies and those studies designed to test the psychometric properties of PA measurement instruments were specifically sought out to include in this review. Articles were excluded if they did not include specific information about the validity and reliability of the PA measures used with preschool children.
Discussion: Of the six articles reviewed, the systematic review used the most rigorous protocols to conduct its review, yielding the highest level of evidence appraising several validation studies. Because Pfeiffer et al. (2006) utilized the most valid and reliable criterion measure (Cosmed® portable metabolic system), the validation study this research team conducted is deemed to have identified the most valid and reliable cut points to utilize when reducing accelerometry data.
Conclusion: Current cut-points vary widely and greatly affect the reported results of a study. Therefore, it is critical that authors reference validation studies used to support the cut-points that were employed in the data-reduction phase. Currently, validation methods have been identified using high quality criterion measures in rigorous validation studies and thus it is strongly recommended that those cut points be used in data reduction processes.
Objective: The purpose of this literature review is to examine the most psychometrically sound (e.g., valid and reliable) instruments measuring physical activity (PA) so that reflection of preschool children’s activity and documentation of intervention effects on preschool child PA is accurate.
Methods: Rigorous validation and calibration studies and those studies designed to test the psychometric properties of PA measurement instruments were specifically sought out to include in this review. Articles were excluded if they did not include specific information about the validity and reliability of the PA measures used with preschool children.
Discussion: Of the six articles reviewed, the systematic review used the most rigorous protocols to conduct its review, yielding the highest level of evidence appraising several validation studies. Because Pfeiffer et al. (2006) utilized the most valid and reliable criterion measure (Cosmed® portable metabolic system), the validation study this research team conducted is deemed to have identified the most valid and reliable cut points to utilize when reducing accelerometry data.
Conclusion: Current cut-points vary widely and greatly affect the reported results of a study. Therefore, it is critical that authors reference validation studies used to support the cut-points that were employed in the data-reduction phase. Currently, validation methods have been identified using high quality criterion measures in rigorous validation studies and thus it is strongly recommended that those cut points be used in data reduction processes.
ContributorsAcuna, Kelsey Manique (Author) / Jacobson, Diana (Thesis director) / Small, Leigh (Committee member) / Barrett, The Honors College (Contributor) / Arizona State University. College of Nursing & Healthcare Innovation (Contributor) / W. P. Carey School of Business (Contributor)
Created2014-05
Description
This small case study reviewed research literature and Arizona standards and assessments utilized in the early learning continuum, with a focus on holistic development, specifically in the areas of social-emotional development and approaches to learning skill development. This conversation has become especially prevalent in the state of Arizona in light of initiatives around school readiness, and policy changes reflected within the state. Much has yet to be determined concerning how the systems approach works in Arizona local education agencies, specifically the depth, consistency, and approach in which nonacademic areas of social-emotional development and approaches to learning skills are addressed in the Arizona standards, local practices and classrooms, and preschool and kindergarten assessments. The study included a content analysis, conducted as a word count, of standards and assessments, as well as a small case study of including high academic achieving district (including semi-structured interviews and classroom observations). Through the data analysis, it was affirmed a culture of learning, reflecting social-emotional development and approaches to learning skill development was created within this Local Education Agency. Three categories (environment, individual, and decision making) emerged as a way to describe this culture through a theoretical perspective of sociocultural theory. The study offers an opportunity for discussion of social-emotional development and approaches to learning skill development, connecting to a high academically achieving district, and makes recommendations for policy, practice and further research.
ContributorsZbyszinski, Lauren (Author) / Swadener, Beth Blue (Thesis advisor) / Enz, Billie (Committee member) / Nakagawa, Kathy (Committee member) / Arizona State University (Publisher)
Created2015
Description
This study examines the skills, strategies, and routines used by National Board Certified Teachers in order to teach vocabulary to kindergarten students. The research focused, specifically, on the strategies teachers used during shared reading activities to help children gain a better understanding of vocabulary, while also ensuring that students were meeting the academic standards. All of the participants were National Board Certified and taught in kindergarten classrooms around the Phoenix, AZ area and three of the teachers taught in Title I schools. They participated in two formal interviews that were voice recorded, as well as one week of classroom observations. During the interviews the teachers shared their experiences related to National Board Certification, their beliefs about teaching and more specifically about teaching vocabulary, and the best methods for teaching students vocabulary. They also discussed ways they use the academic standards from Common Core in their classroom, and shared if they think the standards are aligned with the National Board Professional Teaching Standards. Upon examination of the interviews and observation field notes, several themes emerged. 1) The process of National Board Certification impacted their teaching practice and increased self-reflection. 2) Vocabulary is taught throughout the school day, across all content areas, using both direct and indirect instruction. 3) All of the teachers use shared reading activities as one method of teaching vocabulary words to their students. 4) Teachers find value in academic standards and National Board Professional Teaching Standards; however, they do not all agree that the two types of standards support one another.
ContributorsNichols, Laura Cary (Author) / Nakagawa, Kathryn (Thesis advisor) / Enz, Billie (Committee member) / Surbeck, Elaine (Committee member) / Arizona State University (Publisher)
Created2016