Improving Head Start Teachers' Concept Development: Long Term Follow-Up of a Training Program and Differences in Program Impact

Authors

Amanda KR LippFollow

Publication Date

Spring 2016

Advisor(s) - Committee Chair

Elizabeth Lemerise (Director), Carl Myers, and Diane Lickenbrock

Degree Program

Department of Psychology

Degree Type

Specialist in Education

Abstract

Children from a low socioeconomic status (SES) home environment are typically exposed to less vocabulary during the first few years of life and experience higher rates of poor school readiness, particularly in emergent literacy skills, when compared to middle-class peers (Bowey, 1995; Hart & Risley, 2003; Whitehurst, 1997). Early childhood education programs designed to expose this group to cognitively challenging utterances have found that low SES children tend to make greater gains in vocabulary development compared to middle-class peers (Justice, Meier, & Walpole, 2005).

Disciplines

Child Psychology | Educational Psychology | First and Second Language Acquisition

Recommended Citation

Lipp, Amanda KR, "Improving Head Start Teachers' Concept Development: Long Term Follow-Up of a Training Program and Differences in Program Impact" (2016). Masters Theses & Specialist Projects. Paper 1604.
https://digitalcommons.wku.edu/theses/1604