Educators' Perceptions of Effectiveness of Full-day Kindergarten on Academic and Social-emotional Development PDF Download
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Author: Sally R. Bredeman
Publisher:
ISBN:
Category : Full-day kindergarten
Languages : en
Pages : 116
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Book Description
The purpose of this qualitative study was to examine teacher perceptions of the effectiveness of full-day kindergarten on academic and social-emotional development. Qualitative data in the form of a Likert scale survey with open-ended questions were collected from 50 kindergarten or first grade educators in two school districts and follow-up interviews were conducted with nine participants. The analysis of the data collected indicated that most participants agreed that age is a factor in determining academic and social-emotional readiness for kindergarten. Moreover, respondents agreed that students in full-day kindergarten experience positive gains and have additional time for instruction and socialization. A general trend emerging from this study was the importance of developmentally appropriate programming and screening assessments to determine academic and social-emotional readiness. This study also revealed the need for school districts to improve conversations with parents and develop programming options prior to kindergarten. The results of this study contribute to the research related to full-day kindergarten and assist parents and school districts in the decisions about when to enroll children in kindergarten and the best programmatic structure for them.
Author: Sally R. Bredeman
Publisher:
ISBN:
Category : Full-day kindergarten
Languages : en
Pages : 116
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Book Description
The purpose of this qualitative study was to examine teacher perceptions of the effectiveness of full-day kindergarten on academic and social-emotional development. Qualitative data in the form of a Likert scale survey with open-ended questions were collected from 50 kindergarten or first grade educators in two school districts and follow-up interviews were conducted with nine participants. The analysis of the data collected indicated that most participants agreed that age is a factor in determining academic and social-emotional readiness for kindergarten. Moreover, respondents agreed that students in full-day kindergarten experience positive gains and have additional time for instruction and socialization. A general trend emerging from this study was the importance of developmentally appropriate programming and screening assessments to determine academic and social-emotional readiness. This study also revealed the need for school districts to improve conversations with parents and develop programming options prior to kindergarten. The results of this study contribute to the research related to full-day kindergarten and assist parents and school districts in the decisions about when to enroll children in kindergarten and the best programmatic structure for them.
Author: Suzanne Theresa Magee
Publisher:
ISBN:
Category : Full-day kindergarten
Languages : en
Pages : 109
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Book Description
The purpose of this qualitative study was to examine teacher perceptions of full-day kindergarten and its impact on student achievement. A total of 59 teachers from three suburban school districts in Pennsylvania completed surveys containing both Likert scale and open-ended questions. Moreover, three regular education teachers and one special education teacher partook in semi-structured interviews in order to gain more insight into teacher perspectives. This study specifically focused on the long-term academic achievement in reading when comparing a full-day kindergarten program to a half-day kindergarten program. Additionally, the research focused on the advantages and disadvantages of both programs including emotional, behavioral, and social growth. Instructional practices were also studied to determine if they differed within each program. An overwhelming majority of participants agreed that full-day kindergarten provided the support needed to be successful students throughout their school career considering the increased demands placed on children. Participants also indicated that although there should not be a difference in instructional practices between either program, a full-day provides students the opportunity to practice these skills. Participants also noted that when teachers are given a full-day there is a significant amount of time that can be devoted to differentiated instruction which leads to academic gains . Most teachers indicated that it was not the longer day that made the difference academically, but how the teacher used that additional time that resulted in sustained success.
Author: Sharon K. Devereaux
Publisher:
ISBN:
Category : Kindergarten
Languages : en
Pages : 332
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Book Description
Author: Jennifer Christine Motzer
Publisher:
ISBN:
Category : Full-day kindergarten
Languages : en
Pages : 128
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Book Description
The purpose of this study was to examine educators' perceptions of a full-day kindergarten program for at-risk students in order to reveal educators' attitudes and beliefs regarding the rationale, vision, value, effectiveness, and participants of the program. Data were collected through a researcher-created survey from 36 members of the faculty and nine administrators who had experience with or administratively supported children in either the school district's traditional, half-day kindergarten classrooms or the district's full-day classes for at-risk students. Program architects, who included two kindergarten teachers and two building principals, were interviewed to determine the degree to which continuity of the original rationale and vision has been maintained. The findings of the study indicated that teachers and administrators were in general agreement regarding the purpose of full-day kindergarten within the district and perceived that students made academic, behavioral, and social gains during their enrollment in the program. During subsequent school years, teachers perceived that the students who had participated in full-day kindergarten required additional monitoring and support services. Student assessment data does not entirely corroborate teacher beliefs in this area. Expectations surrounding students' continued academic success in subsequent school years are not universal. Discrepancies surrounding eligibility criteria for the program and the inclusion of English Language Learners and special education students exist.
Author: Stephanie Sue Burrage
Publisher:
ISBN:
Category : Early childhood education
Languages : en
Pages : 242
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Book Description
Author: Maurice J. Elias
Publisher: ASCD
ISBN: 0871202883
Category : Affective education
Languages : en
Pages : 175
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Book Description
The authors draw upon scientific studies, theories, site visits, nd their own extensive experiences to describe approaches to social and emotional learning for all levels.
Author: Andrew J. Mashburn
Publisher: Springer
ISBN: 3319902008
Category : Psychology
Languages : en
Pages : 385
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Book Description
This book presents a comprehensive overview of children’s transitions to kindergarten as well as proven strategies that promote their readiness. It presents theories and research to help understand children’s development during the early childhood years. It describes evidence-based interventions that support children in developmental areas essential to school success, including cognitive, social-emotional, and self-regulatory skills. Chapters review prekindergarten readiness programs designed to promote continuity of learning in anticipation of the higher grades and discuss transitional concerns of special populations, such as non-native speakers, children with visual and other disabilities, and children with common temperamental issues. The volume concludes with examples of larger-scale systemic approaches to supporting children’s development during the transition to kindergarten, describing a coherent system of early childhood education that promotes long-term development. Featured topics include: Consistency in children’s classroom experiences and implications for early childhood development. Changes in school readiness in U.S. kindergarteners. Effective transitions to kindergarten for low-income children. The transition into kindergarten for English language learners. The role of close teacher-child relationships during the transition into kindergarten. Children’s temperament and its effect on their kindergarten transitions. Kindergarten Transition and Readiness is a must-have resource for researchers, clinicians and related professionals, and graduate students in child and school psychology, educational psychology, social work, special education, and early childhood education.
Author: Cynthia Castillo (Graduate student)
Publisher:
ISBN:
Category : Child development
Languages : en
Pages : 78
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Book Description
Abstract: Transitional kindergarten (TK) was established in California in 2010 to provide young students opportunities to develop social-emotional competencies, prepare students to become well-equipped to fulfill the demands of the classroom, and prepare them for later in life. However, due to the push down of academics into younger grades and limited research conducted on the practices in TK, social-emotional skills development has been overshadowed. This study aims to contribute to the emerging area of research regarding TK teachers’ experiences and perceptions in supporting the social-emotional development of young children. Using the Collaborative for Academic, Social, and Emotional Learning for Social and Emotional Learning (CASEL) framework and a general qualitative method design, this study addresses the following two research questions: (1) What are teachers’ perceptions of the role of TK in meeting the social-emotional needs of young children? (2) What are teachers’ perceptions regarding the focus and implementation of TK? The study revealed three key themes. First, TK was an essential “gift of time” for students to develop social-emotional skills. Second, the reality of the grade level was mismatched with what was valued in the standards-based report cards and TK curriculum. Lastly, the TK program implementation was inconsistent district-wide and varied significantly by teachers’ expertise and ideology as well as expectations of the school community. Three recommendations for future practice are to design a report card specifically for TK, adopt a district-wide social-emotional curriculum, and for TK teachers to follow their TK students into kindergarten.
Author: Robert E. Slavin
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 264
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Book Description
Author: Andy Hargreaves
Publisher: Springer Science & Business Media
ISBN: 9048126606
Category : Education
Languages : en
Pages : 1078
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Book Description
The two volumes of the second edition of the International Handbook of Educational Change comprise a totally new, and updated collection of the most critical and cutting-edge ideas in educational change. Written by the most influential thinkers in the field, these volumes cover educational change at both the theoretical and practical levels. The updated handbook remains connected to the classical concerns of the field, such as educational innovation, reform, and change management, and also offers new insights into educational change that have been brought about by social change and shifting contexts of educational reform. Like the first best selling Handbook, this one will also undoubtedly become an essential resource for people involved in all spheres of education, from classroom teachers, teacher leaders and administrators to educational researchers, curriculum developers, and university professors. No other work provides such a wide-ranging and comprehensive examination of the field of educational change.
