Search results for author:"Laura M. Justice"
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Communication Disorders Quarterly Vol. 25, No. 3 (2004) pp. 145–151
In this article, the authors describe the implementation and use of two-way interactive videoconferencing for supervising student clinicians. They provide a rationale for and describe the e-supervision model as it has been implemented within a...
Children with Communication Impairments: Caregivers' and Teachers' Shared Book-Reading Quality and Children's Level of Engagement
Child Language Teaching and Therapy Vol. 30, No. 3 (October 2014) pp. 289–302
This study addressed two aims: First, to examine the quality of adult shared book-reading behaviors for teachers and caregivers of children with communication impairments (CI) and, second, to compare the level of child literacy engagement during the ...
Teaching and Teacher Education: An International Journal of Research and Studies Vol. 27, No. 5 pp. 961–968
This study examined how teacher (teaching experience, perceptions of teacher collaboration and teacher influence) and classroom (children’s engagement) characteristics predicted teacher self-efficacy for 48 preschool teachers in the U.S. Results...
Self-efficacy of early childhood special education teachers: Links to classroom quality and children's learning for children with language impairment
Teaching and Teacher Education: An International Journal of Research and Studies Vol. 39, No. 1 (April 2014) pp. 12–21
This study described the self-efficacy of early childhood special education (ECSE) teachers (n = 28) and investigated relations among teacher self-efficacy, classroom quality, and language and literacy gains of children with language impairment (LI; ...
Exceptional Children Vol. 81, No. 3 (April 2015) pp. 292–311
The purpose of this study was to examine the impacts of print-focused read-alouds, implemented by early childhood special education (ECSE) teachers alone or in conjunction with caregivers, on the print knowledge of children with language impairment (...
Early childhood literacy coaching: An examination of coaching intensity and changes in educators' literacy knowledge and practice
Teaching and Teacher Education: An International Journal of Research and Studies Vol. 76, No. 1 (November 2018) pp. 14–24
The Role of Frequent, Interactive Prekindergarten Shared Reading in the Longitudinal Development of Language and Literacy Skills
Developmental Psychology Vol. 49, No. 8 (August 2013) pp. 1425–1439
In this study, we examined the longitudinal relations between frequency and features of reading experiences within the preschool classroom to children's language and literacy outcomes in kindergarten and 1st grade. "Frequency" refers...
Relations among preschool teachers' self-efficacy, classroom quality, and children's language and literacy gains
Teaching and Teacher Education: An International Journal of Research and Studies Vol. 26, No. 4 (May 2010) pp. 1094–1103
This study examined the relations among preschool teachers' self-efficacy (n = 67), classroom quality (instructional and emotional support), and children's (n = 328) gains in print awareness and vocabulary knowledge over an academic year in the US....
Journal of Early Intervention Vol. 35, No. 1 (March 2013) pp. 40–60
The purpose of this study was to examine the quality of the literacy environment in inclusive early childhood special education (ECSE) classrooms ("N" = 54). The first aim was to describe the quality of the literacy environment in terms of ...
Preschool Teachers' Implementation Fidelity When Using a Technology-Mediated Language and Literacy Intervention
Child & Youth Care Forum Vol. 47, No. 6 (2018) pp. 771–786
Background: The use of technology-mediated interventions within classrooms have grown exponentially across early childhood settings. Still, very few studies have examined preschool teachers' implementation fidelity to these interventions and no...
An Empirical Investigation of the Dimensionality of the Physical Literacy Environment in Early Childhood Classrooms
Jaclyn M. Dynia; Rachel E. Schachter; Shayne B. Piasta; Laura M. Justice; Ann A. O'Connell; Christina Yeager Pelatti
Journal of Early Childhood Literacy Vol. 18, No. 2 (2018) pp. 239–263
This study investigated the dimensionality of the physical literacy environment of early childhood education classrooms. Data on the classroom physical literacy environment were collected from 245 classrooms using the Classroom Literacy Observation...
The nature and extent of change in early childhood educators' language and literacy knowledge and beliefs
Jennifer R. Ottley; Shayne B. Piasta; Susan A. Mauck; Ann O'Connell; Melissa Weber-Mayrer; Laura M. Justice
Teaching and Teacher Education: An International Journal of Research and Studies Vol. 52, No. 1 (November 2015) pp. 47–55
Professional development (PD) can enhance educators' knowledge and beliefs, but research has yet to determine the nature and extent of such change. This study examined the patterns and predictors of change in knowledge and beliefs for early...