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What is the teacher’s perspectives on the effectiveness of RTI in preschool settings?

To prepare for writing the research proposal, identify a topic of personal and professional interest that is relevant to the early childhood field. Conduct an initial review of the literature and narrow your topic by discussing it with Faculty, colleagues, or fellow students.

Topic of choice – What is teacher perspectives on the effectiveness of RTI in preschool settings

Part 1- research proposal

The 10- to 15-page research proposal must include all of the following components, in order:

Title Page (1 page)

Abstract (1 page)

150- to 200-word summary of the proposal

Introduction (2–3 pages)

The introduction provides the reader with an overview of the literature related to the topic and justifies the need for the research study. The introduction is typically written after completing the literature review.

Your introduction should include:

Your research question and an explanation of the problem your question is designed to explore

A rationale for importance of this topic, including an explanation of the gap in the research literature that your topic will explore

Literature Review (3–6 pages)

discuss RTI strategies implications, effects, research etc.

The main purpose of a literature review is to synthesize current research related to your topic. In addition, the literature review is where you consider the implications of research that has already been published on your research question. Must also include the different RTI techniques

The literature review should include an:

Analysis of the context in which the problem is situated and current thinking about solutions, including the theoretical perspectives presented in the literature and a discussion of the research findings

Explanation of the implications of the research to your research question

Note: Your literature review must include a minimum of five highly relevant , up-to-date and credible resources.

Methodology and Data Collection (2–3pages).

Name the research design you will use (i.e., quantitative design, qualitative design, or mixed method design), and the reasons for your choice. If your study is quantitative or mixed methods, define the independent and dependent variables.Add examples base on US were you will use U.S based school data

Describe the study participant(s) and your sampling process. Discuss any sampling issues/challenges you might encounter.

Describe the data collection method(s) you will use—and what influenced your choice.

Describe any major ethical issue(s) you perceive for your study— and ways you will address ethics.

Describe the benefits, limitations, and challenges you perceive in your study.

References (1-2 pages)

Appendices pages

Part 2- sharing and reflection

The video presentation / PowerPoint must be 7 minutes and include an:

Introduction that explains your research question, how you arrived at the research question, and the methodology

Explanation of how this research can contribute to positive social change in the early childhood field

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California Preschool Learning Foundations, students will complete an assignment which focuses on practical application of The Foundations

1

CDEV 108 Foundations Assignment 50 points

For this assignment, you may work alone or with one classmate. Using the California Preschool Learning Foundations, students will complete an assignment which focuses on practical application of The Foundations.

What are the Foundations? “The California Preschool Learning Foundations outline key knowledge and skills that most children can achieve when provided with the kinds of interactions, instruction, and environments that research has shown to promote early learning and development. The foundations can provide early childhood educators, parents, and the public with a clear understanding of the wide range of knowledge and skills that preschool children typically attain when given the benefits of a high-quality preschool program. “

Description taken from the CA Dept. of Ed. website on August 25, 2015 from: http://www.cde.ca.gov/sp/cd/re/psfoundations.asp

Focus of each volume: Each of the volumes focuses on a different domain or area of development: Where to find The Foundations: Access to The Foundations can be found online at http://www.cde.ca.gov/sp/cd/re/psfoundations.asp. You can google the wording California Preschool Learning Foundations to also get this information. Hardcopies will be on reserve in The Teacher Resource Room (ArtB 313) during their hours of operation. Assignment Directions: Students will locate (or design) a toy for a 4-5 year old preschooler that will help them develop age appropriate developmental skills (language, cognitive, physical, and/or social/emotional). You may receive up to 10 extra credit points if you make the toy. (5 points each if you have a partner). If you make the toy, please bring it to class when the assignment is due. Make a handout that includes the following information:

A. Take a picture of your toy (or provide a photo from the Internet or magazine) and

include this picture in your handout. NO computer/screen type of toys or

Volume 1: Social-Emotional Development Language and Literacy English-Language Development Mathematics

Volume 2: Visual and Performing Arts Physical Development Health

Volume 3: History-Social Science Science

http://www.cde.ca.gov/sp/cd/re/psfoundations.asp

2

commercialized toys (ie: Barbie, Mickey Mouse, etc.) will be accepted. Your activity

can be one that is explored indoors or outdoors.

B. State the toy’s name.

C. State the age for which you will focus on for this assignment. Your answer will

determine which column (in the books) you will use for this assignment.

D. Directions: State possible ways that a child might use or explore the toy.

E. Explain how this toy is developmentally appropriate for preschoolers. It should be

visually appealing, non-toxic, non-breakable, neutral, re-useable, non-biased

material. The toy should meet a child’s needs and purposes, consider their social

and cultural background, etc. Children should be able to manipulate or explore the

materials with their hands (not just look at them).

F. Which Preschool Learning Foundation(s) most closely match your toy?

In what area(s) of development (domains) will it help develop and how? Be sure to

include a minimum of four (4) foundations from at least three (3) domains (don’t

just list all physical development areas) and explain how the terms tie to your toy.

Define each foundation. (Refer to example on next page). Be sure to underline the

domains and bold the foundations. Add the volume and page number for each

foundation too.

 Physical Development (gross motor skills such as using legs/arms or fine

motor skills such as using fingers)

 Cognitive Development (includes memory skills, strategic and critical

thinking skills, science, and attention span. It includes math skills such as

counting, adding/subtracting, sorting, and matching. It also includes

Language skills such as speaking, writing, reading, and listening.)

 Social Development (taking turns, etc.)

 Emotional Development (self-esteem, self-confidence, feelings, etc.)

——————————————————————————————————————-

*Please include a title page which states the assignment title, your name, class, date, and

instructor. Be sure to write using complete/full sentences and use the word “children”

rather than “kids” (which is a slang term). A self-evaluation (on page 6) is also required for

this assignment.

*If you have a partner, only one (1) copy of the assignment is needed. I do not need a copy

from each partner.

*Have fun and be prepared to possibly share and discuss your toy with the class

FYI: California Preschool Curriculum Frameworks – They are companion volumes to the

California Preschool Learning Foundations. The frameworks provide strategies (how to work with

the foundations) for early childhood educators that enrich learning and development opportunities

for all California preschool children.

http://www.cde.ca.gov/sp/cd/re/psframework.asp

3

A.

B. Ramps & Pathways (and Wooden Blocks)

C. Preschool children ages 60 months (5 years)

D. Directions:

Children will manipulate the ramps and blocks so the marbles will roll down

the ramps. While exploring this physical science activity, they will

investigate different ideas and actions, invent ways to build, and solve

problems when they encounter obstacles.

E. Developmental Appropriateness: This is a developmentally appropriate activity for preschoolers because children at this age are interested in cause and effect relationships. They like to explore and manipulate materials and make things happen. This activity

allows for children to have a hands-on experience of moving and manipulating the materials and seeing a cause and effect relationship between their actions and the actions of the marbles.

F. Learning Foundations: Domain: Language/Literacy Development -Vol 1, pg.56

a. Listening and Speaking- Children extend their understanding

and usage of language to communicate with others effectively.

1.1- Use language to communicate with others in both familiar and

unfamiliar social situations for a variety of basic and advanced purposed,

including reasoning, predicting, problem solving, and seeking new

information.

Bold the

Foundation

Include the

Foundation’s

number (ie:

2.1) and

definition

from the

highlighted

box.

ASSIGNMENT

EXAMPLE

Underline

the

Domain

List the volume and page

number of where you found

your information.

4

i. Children may express themselves by using words to communicate about the activity, ask questions, and problem solve.

Domain: Cognitive Development – Vol. 3, page 65

b. Science Inquiry: Observation and Investigation 1.5- Demonstrates an increased ability to make predictions and check them (e.g., may make more complex predictions, offer ways to test predictions, and discuss why predictions were correct or incorrect).

i. When playing with the ramps/block set, they will use observation skills as they analyze and predict how different strategies affect whether or not the various items (ie: marbles, spools, etc.) will successfully roll down the ramps.

Domain: Physical Development – Vol. 2, page 50

c. Fine Motor/Manipulative Skills 3.2- Show increasing fine motor manipulative skills using hands and arms such as in-hand manipulation, writing, cutting, and dressing.

i. Children will hold and manipulate the small marbles and other items

(in their hands and fingers. They will make slight adjustments in the ramps, repositioning them to ensure the marble will roll down.

Domain: Social/Emotional Development Vol. 1. Page 12

d. Interactions with Peers 2.1- More actively and intentionally cooperate with each other.

i. Because there are several ramps, blocks, and marbles to use,

children may engage with their peers as they play with the toy.

They will work together to achieve the shared goal of building a

ramp structure.

Explain how the foundation applies to the toy.

5

Name__________________________________________________ Name of Toy_____________________________

Your partner’s name (if applicable)_____________________________________________

I. Handout – 27 points

A. Picture of Toy ______/ 2 points

B. Name of Toy ______/ 1 point

C. Age for Toy ______/ 1 point

D. Directions ______/ 2 points

E. Developmental appropriateness (explanation) ______/ 2 points

F. Foundations

1. Lists volume and page number ______/ 4 points

2. Includes at least three (3)domains ______/ 3 points

(cognitive/language, social, emotional, physical, etc.)

3. Explains how the foundations applies to the toy. _______/12 points

States how it will enhance a variety (4+) of abilities. (4 foundations)

II. Structure of assignment -10 points

A. Well edited (no spelling or grammar errors; writes in complete sentences) Editing is worth 10% (5 points) of grade _____/ 5 points

B. Contains a cover or title page. _____ / 1 point C. Underlines domains & bolds Foundations _____ / 2 points

D. Layout (margins, font, typed, double spaced, etc.) _____ / 2 points

III. Toy -9 points

A. Toy is D.A.P. for a preschool aged child (4-5 years old). ______/ 2 points

B. Toy is creative, re-usable, non-biased, visually pleasing,

and not computer or commercially based. ______/ 5 points

C. Craftsmanship: non-breakable/durable and safe ______/ 2 point

IV. Self Evaluation – 4 points ______/ 4 points

A. Writes in complete sentences.

B. Provides detailed explanations.

IV. Bonus Points (if you made your own toy) up to 10 points ______/10points *It is possible to receive 60/50 on this assignment with the bonus points (5 points each if you have a partner) TOTAL POINTS ______/50 points

Preschool Toy/ Learning Foundations Grading Rubric

6

Name_______________________________________ Self-Evaluation What do you think was the purpose of this assignment? What did you learn through participating in this assignment? What was the most valuable achievement(s) through doing this assignment? What was your greatest strength(s) you brought to this assignment? (Was there anything that made the assignment easy to complete? i.e.: you have worked with the Foundations before, you have 4 years of experience as a preschool teacher, etc.)

What was your greatest challenge to complete this assignment? How could this assignment be designed to better support your learning? What, if anything would you change about the assignment? Your honest feedback is appreciated. Based on the Rubric, how would you grade your work? I feel that I earned ____________points on this assignment because….

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Testing Preschool-Aged Children

Below is the written transcript

Psychological assessment guides are created by psychology professionals to provide the public with accurate and authoritative information appropriate for their current needs. Information available to the public about psychological testing and assessment varies widely depending on the professional creating it, the purpose of the assessment, and the intended audience. When professionals effectively educate the public on the how, what, and why behind assessments and the strengths and limitations of commonly used instruments, potential clients are in a better position to be informed users of assessment products and services. The Assessment Guides developed in this course will be designed to provide the lay public with accurate and culturally relevant information to aid them in making informed decisions about psychological testing. Students will develop their Guides with the goal of educating readers to be informed participants in the assessment process.

There is no required template for the development of the Assessment Guide. Students are encouraged to be creative while maintaining the professional appearance of their work. While based on scholarly information, the Guide should not read like a research paper. It is to be written like a brochure a professional might give a patient or client who is being referred for testing. The Guide must be reader-friendly (sixth- to ninth-grade reading level) and easy to navigate, and it must include a combination of text, images, and graphics to engage readers in the information provided. Throughout their Guides, students will provide useful examples and definitions as well as questions readers should ask their practitioners. To ensure accuracy, students are expected to use only scholarly and peer-reviewed sources for the information in the development of their Guides.

Note: It is common for there to be a delay between the time a test publisher updates a test and the time the textbook and other authors can update their information about the new version of the test. Be sure to do online research to make sure you are recommending the most current version of the test. If there is a newer version than the version discussed in the textbook or other readings, present information about the newest version.

Students will begin their Guides with a general overview of assessment, reasons for assessment referrals, and the importance of the role of each individual in the process. Within each of the remaining sections, students will describe the types of assessments that their readers may encounter, the purposes of each type of assessment, the different skills and abilities the instruments measure, the most valid and reliable uses of the measures, and limitations of the measures. A brief section will be included to describe the assessment process, the types of professionals who conduct the assessments, and what to expect during the assessment meetings.

The Assessment Guide must include the following sections:

Table of Contents (Portrait orientation must be used for the page layout of this section.)
In this one-page section, students must list the following subsections and categories of assessments.

  • Introduction and Overview 
  • Tests of Intelligence
  • Tests of Achievement
  • Tests of Ability
  • Neuropsychological Testing
  • Personality Testing
  • Industrial, Occupational, and Career Assessment
  • Forensic Assessment
  • Special Topics (specify the student’s choice from the “Special Topics” list)
  • References

Section 1: Introduction and Overview (Portrait or landscape orientation may be used for the page layout of this section.)
Students will begin their Guides with a general overview of assessment. In this two-page section, students will briefly address the major aspects of the assessment process. Students are encouraged to develop creative titles for these topics that effectively communicate the meanings to the intended audience.

  • Definition of a Test (e.g., What is a Test?)
  • Briefly define psychological assessment.
  • Types of Tests
  • Identify the major categories of psychological assessment.
  • Reliability and Validity
  • Briefly define the concepts of reliability and validity as they apply to psychological assessment.
  • Role of testing and assessment in the diagnostic process
  • Briefly explain role of assessment in diagnosis.
  • Professionals Who Administer Tests
  • Briefly describe the types of professionals involved in various assessment processes.
  • Culture and Testing
  • Briefly describe issues of cultural diversity as it applies to psychological assessment.

Categories of Assessment (Portrait or landscape orientation may be used for the page layout of this section.)
For each of the following, students will create a two-page information sheet or pamphlet to be included in the Assessment Guide. For each category of assessment, students will include the required content listed in the PSY640 Content for Testing Pamphlets and Information Sheets (Links to an external site.). Be sure to reference the content requirements (Links to an external site.) prior to completing each of the information sheets on the following categories of assessment.

  • Tests of Intelligence
  • Tests of Achievement
  • Tests of Ability
  • Neuropsychological Testing
  • Personality Testing
  • Industrial, Occupational, and Career Assessment
  • Forensic Assessment
  • Special Topics (Students will specify which topic they selected for this pamphlet or information sheet. Additional instructions are noted below.)

Special Topics (Student’s Choice)
In addition to the required seven categories of assessment listed above, students will develop an eighth information sheet or pamphlet that includes information targeted either at a specific population or about a specific issue related to psychological assessment not covered in one of the previous sections. Students may choose from one of the following categories:

  • Testing Preschool-Aged Children
  • Testing Elementary School-Aged Children
  • Testing Adolescents
  • Testing Geriatric Patients
  • Testing First Generation Immigrants
  • Testing in Rural Communities
  • Testing English Language Learners
  • Testing Individuals Who Are (Select one: Deaf, Blind, Quadriplegic)
  • Testing Individuals Who Are Incarcerated
  • Testing for Competency to Stand Trial
  • Testing in Child Custody Cases

References (Portrait orientation must be used for the page layout of this section.)
Include a separate reference section that is formatted according to APA style as outlined in the Writing Center (Links to an external site.). The reference list must consist entirely of scholarly sources. For the purposes of this assignment, assessment manuals, the course textbook, chapters from graduate-level textbooks, chapters from professional books, and peer-reviewed journal articles may be used as resource material. A minimum of 16 unique scholarly sources including a minimum of 12 peer-reviewed articles published within the last 10 years from the University Library must be used within the Assessment Guide. The bulleted list of credible professional and/or educational online resources required for each assessment area will not count toward these totals.

Attention Students: The Masters of Arts in Psychology program is utilizing the Folio portfolio tool as a repository for student scholarly work in the form of signature assignments completed within the program. After receiving feedback for this Assessment Guide, please implement any changes recommended by the instructor, go to your Folio account and upload the revised Assessment Guide to the portfolio. (Use the Setting Up and Using Folio (Links to an external site.) guide to create an account if you do not already have one.) The upload of signature assignments will take place after completing each course. Be certain to upload revised signature assignments throughout the program as the portfolio and its contents will be used in other courses and may be used by individual students as a professional resource tool.

The Assessment Guide

  • Must be 18 pages in length (not including title and reference pages) and formatted according to APA style as outlined in the Writing Center (Links to an external site.).
  • Must include a separate title page with the following:
    • Title of guide
    • Student’s name
    • Course name and number
    • Instructor’s name
    • Date submitted
  • Must use at least 16 scholarly sources, including a minimum of 12 peer-reviewed articles from the University of Arizona Global Campus Library

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Select two picture books appropriate to preschool-aged children that you can use to teach your selected topic

Picture books and professional journals can lead children through inquiry and investigation. The natural process of how living things grow, change, have needs, and follow predictable patterns can be used to develop children’s background knowledge. For this discussion board assignment:

Original Response

1. Select two picture books appropriate to preschool-aged children that you can use to teach your selected topic. One of your selected books should be fiction and the other book should be non-fiction.

2. Use the Unit 2 optional resources for early childhood book lists, reviews and recommendations, as well as online bookstores to look for picture books.

3. Review the six criteria for evaluating books used by the NSTA and Children’s Book Council (found in Chapter 2 of Royce, C. A., Morgan, E. R., & Ansberry, K. R. (2012). Teaching science through trade books. NSTA Press.). You will apply a selection of these criteria in your written description of each book. 

  1. The book has substantial science content.
  2. Information is clear, accurate, and up-to-date.
  3. Theories and facts are clearly distinguished
  4. Facts are not oversimplified so that the information is misleading.
  5. Generalizations are supported by facts and significant facts are not omitted.
  6. Books are free of gender, ethnic, and socioeconomic bias.

4. Write a description of each book that includes all of the following elements: 

  • Topic: List your selected topic (from Unit 1).
  • Book Features: Describe the features of each book. Examples: Are there illustrations, or graphic aids, and what kind? Is there text? Are there charts or diagrams? Is there a table of contents or index? Explain specific features of each book that appeal to you for teaching children.
  • Book Evaluation: Select three (3) of the six criteria used by the NSTA and Children’s Book Council to evaluate your book selections.
  • Selected Topic Connection: Explain why you chose each book for your topic? Provide two specific examples that illustrate the links between the books and your topic (one example for each book)

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Quebec Education Preschool Program – Learning through exploration and understanding

Child Autonomy
Course 322-DAE-ID (60 hrs) Units 1-2-2
Group / Individual Presentation Assignment (30%)
Using Microsoft Office Slides for this assignment (APA), each group will present 15-20 minutes including another 5 minutes for Q & A. Your group must elaborate on the following:
Each group will select one educational philosophy from the list to research and peer teach. Please see the list at the end of this document. Topics cannot be duplicated. Please confirm your topic with your teacher to ensure it is not already taken.
Project Presentation Criteria
1) Title Page: name of assignment, list of group members, course name, date…etc
2) Introduction: introduce and describe what your group will cover in the presentation (reference using APA format).
3) Main Ideas I: according to and specific to your assigned age group demonstrate your knowledge and research relevant to the early childhood education setting. Use scholarly articles/journals/personal perspectives (ERIC), case studies and video/picture examples to teach your findings. You must include at least 4 peer reviewed articles.

  • Discuss all aspects of the selected educational philosophy in respect to setting limits, providing choices and encouraging autonomy in children:
    1) Describe the pedagogical approach of this educational philosophy. Elaborate on the key features of this philosophy’s pedagogy.
    2) What is the recommended age range in this particular educational environment and explain why?
    3) How is the day organized according to this educational philosophy?
    4) How do children learn with this educational philosophy?
    5) How does this educational philosophy promote child autonomy?
    6) How do educators interact with the children?
    7) How are the subject areas taught to the children (i.e. art, music, math, science, reading, computer skills, etc.)?
    8) Is this educational philosophy competency based teaching and learning? If so, please discuss this and if not, identify and discuss its system of teaching and learning.
    9) How are children assessed according to this educational philosophy? Is there any evaluation criteria? 10) Discuss research findings about the effectiveness of its preschool program in regards to supporting and developing autonomy.
    11) Analyze and elaborate possible challenges for both the children and educators within this educational philosophy.
  • Include a short video demonstrating the support or development of autonomy under the implementation of the educational philosophy (under 5 minutes).
    4) Reflections: each group member must write at least a paragraph of their personal perspective and share their thoughts regarding the content learned (before the Q&A). What have you learnt that will help you in your career as an educator in the future?
    5) Conclusion: conclude your presentation using comprehensive paragraph(s), connecting all the main ideas and research together.
    6) Reference Page: follow APA format. Each slide must also be referenced or the assignment will not be graded..
    Each group will consist of 3-4 members. You must submit your Microsoft Office Powerpoint Slides before the presentation: Aug 30, 7:30 am. Only one group member must submit their presentation via college email following the teacher’s instructions, thank you.

Workload being equally shared includes; diversified researching skills, rehearsing your presentation together, incorporating your individual reflections / thoughts, language skills (oral and written), analytical & critical thinking skills as well as your ability to breakdown and process information. All group members must be present, be visible and be audible. Failure to do so could result in a fail.

Research Topics:

  1. Quebec Education Preschool Program – Learning through exploration and understanding
  2. Experiential Education – Effective learning through well-being and involvement
  3. The High/Scope® Curriculum – Active learning through key experiences
  4. The Reggio Emilia Approach – Truly listening to young children
  5. Te Whãriki – A woven mat for all to stand on
  6. The Swedish curriculum – Goals for a modern pre-school system
  7. Montessori – A hands on approach to learning in a prepared environment
  8. Project Head Start Program – Children learn and develop in a nurturing environment
  9. Waldorf – Children develop the capacity for creative thinking, problem solving abilities and social skills through their free imaginative play.
  10. Cognitive Based Philosophy – Children learn through active exploration in an environment which is rich in materials and opportunities to converse, socialize, work, play and negotiate with others.
  11. Jouer C’est Magique – Children learn through play
  12. Bank Street – Very similar to play-based learning.
  13. Educational perennialism / Universal Curriculum – focuses on personal development but is very teacher-centered.
  14. Accueillir la Petite Enfance – Welcoming Early Childhood
  15. Piklérian approach – The child is competent; capable of initiative, engaging in relationships, showing emotions and being autonomous and active.
  16. Faith-based philosophies – Religious affiliated educational institutions
  17. Dewey – Learning by doing
  18. Progressivism – Based on positive changes / a problem-solving approach
  19. Social Reconstructionism – views schools as tools to solve social problems such as racism, pollution, homelessness, poverty and violence

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