Exploring the Early Childhood Environmental Rating Scales-Revised (ECERS-R) Evaluation on Preschool Children's Pre-academic Progress

Author

Jennifer L. Fundus, University of Nebraska at Omaha

Date of Award

12-1-2011

Document Type

Dissertation

Degree Name

Doctor of Education (Ded)

Department

Educational Leadership

First Advisor

Dr. Kay A. Keiser

Second Advisor

Dr. Peter J. Smith

Third Advisor

Dr. Jeanne L. Surface

Fourth Advisor

Dr. Neal F. Grandgenett

Abstract

The purpose of this study was to determine the physical, social, cognitive, and language outcomes of targeted Title I preschool students participating in programs not meeting and programs meeting Nebraska Department of Education, Early Childhood Evaluation Rating Scales-Revised (ECERS-R) requirements. As more requirements are being required for preschools to require, the exploration of the effectiveness of these requirements needs to be explored.

Comments

A Dissertation Presented to the Faculty of the Graduate College at the University of Nebraska in Partial Fulfillment of Requirements for a Degree of Doctor of Education. Copyright 2011 Jennifer L. Fundus.

Recommended Citation

Fundus, Jennifer L., "Exploring the Early Childhood Environmental Rating Scales-Revised (ECERS-R) Evaluation on Preschool Children's Pre-academic Progress" (2011). Student Work. 3477.
https://digitalcommons.unomaha.edu/studentwork/3477