Assessing for reform : a case study of a preschool (Record no. 20203)

MARC details
000 -LEADER
fixed length control field 02636nam a2200241Ia 4500
005 - DATE AND TIME OF LATEST TRANSACTION
control field 20191211083714.0
008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION
fixed length control field 180910s9999 xx 000 0 und d
040 ## - CATALOGING SOURCE
Original cataloging agency LB-BrCRDP
100 1# - MAIN ENTRY--PERSONAL NAME
Personal name Noueihed, Lubna Noueihed
Miscellaneous information Master Education
245 10 - TITLE STATEMENT
Title Assessing for reform : a case study of a preschool
260 ## - PUBLICATION, DISTRIBUTION, ETC.
Place of publication, distribution, etc. Beirut
Name of publisher, distributor, etc. Lebanese American University. School of Arts and Sciences
Date of publication, distribution, etc. 2009
300 ## - PHYSICAL DESCRIPTION
Extent 204 pages
500 ## - GENERAL NOTE
General note النوع : Mémoire
520 3# - SUMMARY, ETC.
Summary, etc. The purpose of this ethnographic study was to examine the preschool educational program of Wider Scope Orphanage preschool (WSOP), and trace characteristics of effective / quality preschools as presented by NAEYC. These included clear vision, goals, values, and beliefs; well-designed physical environment; well-designed curriculum; professional development and leadership; constant assessment of children's progress; and parents' involvement. Based on the study findings, a new design and layout for the new preschool floor was designed based on theories for effective physical environment in quality preschools as suggested by the literature. Observations, field notes, videotaping, photos, interviews, two rating scales, a checklist, and collection of school documents were the instruments used to reach validated results. Findings showed that WSOP lacked a vision that changed according to the needs of the children and department, and did not have a general written plan of the curriculum that reflected the preschool philosophy, principles, instructional methods, and general objectives and goals that covered all areas of children's development. Although teachers loved and cared and believed that they followed the constructive philosophy, results showed that their instructional methods, lesson plans, and the preschool physical environment did not align with the preschool's belief. Further, although teachers were enrolled in workshops, some of the workshops did not cater for their needs, and there was absence of social workers and specialized teachers for children with problems. Children were assessed through graded exams, and many children repeated the preschool classes because of their frequent absences. Parents' involvement was restricted to information exchange and celebrations.
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Educational reform
9 (RLIN) 177
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Pré-primaire et primaire
9 (RLIN) 214
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Pre-primary and primary
9 (RLIN) 214
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Réforme éducative
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element الاصلاح التربوي
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element ما قبل الابتدائي وابتدائي
856 ## - ELECTRONIC LOCATION AND ACCESS
Public note Shamaa
Uniform Resource Identifier <a href="http://search.shamaa.org/FullRecord?ID=66517">http://search.shamaa.org/FullRecord?ID=66517</a>
942 ## - ADDED ENTRY ELEMENTS (KOHA)
Koha item type بيانات الهيئة اللبنانية للعلوم التربوية
Source of classification or shelving scheme Dewey Decimal Classification

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