Kimberly Triplett

Understanding the impact of technical assistance on early care and education sites

Abstract:
The purpose of this study was to examine if early childhood teachers can enhance literacy and language development in preschool children and strengthen the literacy with the support of an on-site technical assistant (TA). The present investigation sought to explore two questions: Is there a statistically significant difference between classroom environments for which teaching early literacy skills are taught in the on-site technical assistance model when compared to classroom environments in programs where early childhood teachers did not participate? and Is there a statistically significant difference in language scores of children in classrooms whose early childhood teachers participated in the technical assistance model. ANCOVA was used to assess differences in mean post-test scores (ELLCO and PLS-4) between treatment and comparison groups. Both the treatment and comparison groups’ pre-test scores were used as covariates. There was a statistically significant difference between the classroom environments.

Citation:
Triplett, K. (2011,July). Understanding the impact of technical assistance on early care and education sites. National Rural School Leadership Journal, 1(2).

Journeying from the past to the future

Abstract:
Graduate students who are pursuing doctorate degrees with the goal of becoming a tenure-track faculty member in higher education institutions face a number of challenges in pursuing their dream. One of the biggest challenges is making the transition from graduate school to the professional work force. A new faculty member who has been on the job less than six months discusses her own experiences with the graduate school to work transition process and how she has solved or is addressing transition issues.

Citation:
Triplett, K. (2011, Spring.) Journeying from the past to the future. Career Developments, 27(2), 18-19.

The teaching power in environmental print

Author(s): Kimberly Triplett & Sallie Harper

Abstract:
The ways in which future teachers can encourage the development of emergent literacy skills in young children remains to be fully explored. One avenue that actively supports a child’s emergent writing and letter knowledge is environmental print. Environmental print provides rich meaningful examples to support the notion print conveys meaning and is constructed with letters that have names and make sounds. The more elementary education undergraduate students understand the value of environmental print, the greater the chance they will include it in their future classrooms in anticipating of helping young children increase their awareness of letters, words, and sounds, such as those in familiar logos and signs. In addition, this article reviews some of the most pertinent research about environmental print and describes ways to put research into practice. Keywords: environmental print, elementary education undergraduate students, literacy, emergent literacy skills, print concepts, logos/signs

Citation:
Triplett, K. , & Harper, S. (2011, Spring). The teaching power in environmental print. The Field Experience Journal, 7, 59-74.