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Classroom environment and literacy engagement.

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dc.contributor.author McAllister, Kayla J.
dc.date.accessioned 2012-11-19T17:01:44Z
dc.date.available 2012-11-19T17:01:44Z
dc.date.issued 2012-11-19
dc.identifier.uri http://hdl.handle.net/1951/58323
dc.description.abstract The 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.iso en_US en_US
dc.subject Children -- Language -- Study and teaching (Preschool) en_US
dc.subject Curriculum planning. en_US
dc.subject Education, Preschool. en_US
dc.subject Literacy. en_US
dc.subject Preschool teachers. en_US
dc.subject Motivation in education. en_US
dc.title Classroom environment and literacy engagement. en_US
dc.title.alternative A case study of one pre-kindergarten classroom. en_US
dc.type Thesis en_US


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