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Summary MD3 Assignment.EDPD 8041.doc EDPD 8041 Assignment: Education and its Expansion to Required Primary, Kindergarten, and Early Childhood Programs Doctor of Education, Walden University Course EDPD 8041: The Economics of Education Assignment: Education 7,12 €
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Summary MD3 Assignment.EDPD 8041.doc EDPD 8041 Assignment: Education and its Expansion to Required Primary, Kindergarten, and Early Childhood Programs Doctor of Education, Walden University Course EDPD 8041: The Economics of Education Assignment: Education
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EDPD 8041
Assignment: Education and its Expansion to Required Primary, Kindergarten, and Early
Childhood Programs
Doctor of Education, Walden University Course
EDPD 8041: The Economics of Education
Assignment: Education and its Expansion to Required Primary, Kindergarten, and Early
Childhood Programs
Introduction
In recent years, education policy leaders have agreed to decrease the class size in primary
schools because they agree that smaller classrooms would improve student success. This study's
idea is that several states have enacted laws mandating smaller classes in elementary schools
while offering financial benefits for smaller classes. Many parents and educators think smaller
class sizes impact pupils, teachers, and schools in beneficial ways, including fewer disciplinary
issues and teachers having more individual support when delivering more material (Picus, 2011).
CSR's success is high, but the related development expenses are often expensive, such as the
increased teacher wage and constructing and equipping additional classrooms. California alone,
$4 billion has been invested in the CSR policy for K to 3 grades (Brewer et al., 2001).
Executive Summaries
Article: A Professional Development Programme for Implementing Indigenous Play-Based
Pedagogy in Kindergarten Schools in Ghana
In this research, we discuss creating and applying a teacher development program
for the pre-primary (pre-K) curriculum. Kindergarten teachers in Ghana do not have the
necessary qualifications or expertise in integrating play in the classroom. An indigenous play-
based kindergarten teacher learning program was established in its first year of implementation,
, and the findings have been presented in this article. Data was gathered through classroom
observations, interviews, photos, and reflective teacher journals, which illustrated the program's
positive effects on classroom practices. The program's components are defined as a presentation
of the way to build indigenous play-based pedagogy (IPBP).
Article: An Exploration of Instructional Practices That Foster Language Development and
Comprehension: Evidence from Prekindergarten through Grade 3 in Title I Schools
Reading comprehension is crucial because it will help kids be competitive in school and
their lives. Children whose reading comprehension problems are not overcome are at a higher
risk of dropping out of education, with detrimental effects as a result. The impact of large-scale
early literacy efforts appears modest and conflicting at this period. The US Department of
Education sponsored this research to investigate areas in which children's language learning can
be accelerated. The project team would collect comprehensive information about teaching
practices in nursery through grade 3 at Title I schools and investigate their relation to student
progress in multiple languages and comprehension outcomes. Results from this review are
intended to offer direction on the areas that should be the subject of future analysis and
assessment. As structured, this analysis provides three main contributions to the current body of
studies regarding the interactions between instructional practices and young children's language
and comprehension development:(1) an investigation into a vast range of teaching methods, (2)
tests that test a variety of language and understanding abilities, and (3) a review of practices and
student development on a national scale. The research offers an examination of a more
comprehensive array of educational methods than those often used by federal early literacy
services. In the earlier sentence, initiatives such as Reading First and Early Reading First
supported teaching activities based on the five ability and technique areas defined by the
National Reading Council, building upon extensive study. Since these initiatives, for the most
part, did not have their expected results as broadly adopted, this research gathered details on a
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