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The Power of Place-Based Science: Using Place-Based Science Curriculum to Foster Academic Vocabulary in Preschool Aged Students.
|Title:||The Power of Place-Based Science: Using Place-Based Science Curriculum to Foster Academic Vocabulary in Preschool Aged Students.|
|Authors:||Nishio, Miya K.|
|Contributors:||Early Childhood Education (department)|
|Date Issued:||Dec 2017|
|Publisher:||University of Hawaiʻi at Mānoa|
|Abstract:||With an increased focus on school readiness resulting from the passage of the “Race to the Top Act” and the “Every Student Succeeds Act,” professionals in the field of early childhood education have experienced a shift toward standardization. These shifts have yielded increased pressure on experts and practitioners in the field of early childhood education to define high quality experiences for young children to ensure they develop the required academic skills as they enter kindergarten. This study explored issues of quality in preschool learning experiences using a theoretical framework of sociocultural theory. This study used a case study approach to examine how place-based science curricula can create meaningful learning experiences that foster the development of academic vocabulary in preschool aged children. It was found that place-based science fostered the development of academic skills and additionally increased student engagement and socio-emotional competencies.|
|Description:||M.Ed. Thesis. University of Hawaiʻi at Mānoa 2017.|
|Rights:||All UHM dissertations and theses are protected by copyright. They may be viewed from this source for any purpose, but reproduction or distribution in any format is prohibited without written permission from the copyright owner.|
|Appears in Collections:||
M.Ed. - Early Childhood Education|
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