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dc.contributor.authorMcAllister, Kayla J.
dc.date.accessioned2012-11-19T17:01:44Z
dc.date.accessioned2020-06-22T14:29:27Z
dc.date.available2012-11-19T17:01:44Z
dc.date.available2020-06-22T14:29:27Z
dc.date.issued19/11/2012
dc.identifier.urihttp://hdl.handle.net/20.500.12648/396
dc.description.abstractThe purpose of this descriptive study was to determine whether classroom environment played a role in literacy engagement and motivation. The study investigated whether classroom environment could hinder or promote literacy engagement and in what ways. Data collection included: teacher and student interviews, observational notes, classroom photographs, and the Early Childhood Environmental Rating Scale. The participants included one classroom teacher and three students, one male and two females from her classroom. The teacher chosen was a [twenty] year teacher with a lot of experience and the students chosen included two, four year old females and one, five year old male. [Data] was collected through various ways including: teacher and student interviews, observational notes, classroom photographs, and the Early Childhood Environment Rating Scale. The data [was] then coded for common trends found throughout the duration of the study. Findings from the data support that classroom environment does play a role in literacy engagement and motivation.en_US
dc.language.isoen_USen_US
dc.subjectChildren -- Language -- Study and teaching (Preschool)en_US
dc.subjectCurriculum planning.en_US
dc.subjectEducation, Preschool.en_US
dc.subjectLiteracy.en_US
dc.subjectPreschool teachers.en_US
dc.subjectMotivation in education.en_US
dc.titleClassroom environment and literacy engagement.en_US
dc.title.alternativeA case study of one pre-kindergarten classroom.en_US
dc.typeThesisen_US
refterms.dateFOA2020-06-22T14:29:27Z
dc.description.institutionSUNY at Fredonia


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