Kindergarten Teachers' Beliefs about School Readiness PDF Download
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Author: Regena Fails Nelson
Publisher:
ISBN:
Category :
Languages : en
Pages : 192
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Book Description
Author: Regena Fails Nelson
Publisher:
ISBN:
Category :
Languages : en
Pages : 192
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Book Description
Author: Jerry West
Publisher:
ISBN:
Category : Kindergarten
Languages : en
Pages : 12
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Author: Joanna Hope Denny
Publisher:
ISBN:
Category : Child care services
Languages : en
Pages : 159
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Book Description
Over the past two decades, children's school readiness has gained national attention. This has resulted in a variety of national, state, and local initiatives often with an emphasis on accountability. However, the beliefs of those who are held accountable (teachers, administrators, and parents) are rarely included in the development of such systems. This study sought to identify any relationships between teacher beliefs about school readiness with parents' beliefs or directors' beliefs about school readiness. Additionally, the study examined predictors of teacher beliefs and whether teacher beliefs were related to teachers' practices in the classroom. This study used a statewide sample of 114 preschool teachers of community-based child care programs. Teachers, parents, and director beliefs were examined using the same 13-item question while child care quality was examined in four distinct ways: global quality (as measured by ECERS-R), curricular quality (as measured by ECERS-E), the quality of teacher-child interactions, and instructional quality (both of which are measured by the CLASS). The findings indicate that teachers, directors, and parents believe that both academic and social skills are very important in preparing children for kindergarten. Parents placed more emphasis on both sets of skills than teachers and directors. Teacher years of experience in early childhood education was negatively related to their beliefs about academic skills while the level of urbanization and program type were positive predictors of teachers' beliefs about school readiness skills. Teacher beliefs about school readiness were not related to the practices associated with any of the types of quality captured in this study. Although these beliefs do not translate into practice, there is reason to think that beliefs are still important in understanding what teachers do in the classroom. As a result of their job demands, preschool teachers may no longer be aware of the teaching practices they are utilizing. Those working with teachers can help them make this connection by encouraging them to think about their beliefs and then examine their beliefs in the context of the classroom. Policymakers can support practice by allocating resources to provide opportunities for teachers to increase their formal education.
Author: Victoria Reyes
Publisher:
ISBN:
Category : Kindergarten
Languages : en
Pages : 104
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Book Description
Author: Robert C. Pianta
Publisher: Brookes Publishing Company
ISBN:
Category : Education
Languages : en
Pages : 400
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Book Description
More than 30 highly respected experts contribute cutting-edge information to give readers a comprehensive look at early education and kindergarten transition.;;
Author: Rachelle Ernest Wright
Publisher:
ISBN:
Category : Electronic dissertations
Languages : en
Pages : 169
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Book Description
This study examined 180 matched pretest/posttest surveys of kindergarten teachers' perceptions of the transition children experienced upon kindergarten entry. Investigations of changes in the percentages of children perceived as not being ready for kindergarten and percentages of children who were rated as having had a very successful, moderately successful, or difficult transition from the pretest to the posttest were conducted. Additionally, changes in teachers' developmentally appropriate beliefs and practices from the beginning of the school year (pretest) to the end of the school year (posttest) were explored. Further analyses were conducted to find differences and associations between teacher and classroom demographics and changes from pretest to posttest. Teachers' developmentally appropriate beliefs were statistically significantly higher at the beginning of the school year (pretest) as compared to the end of the school year (posttest). Conversely, teachers' developmentally appropriate practices were statistically significantly higher at the end of the school year (posttest) when compared to the beginning of the school year (pretest). Even with the increase in teachers' developmentally appropriate practices at the end of the year, consistent with previous research, teacher's beliefs were found to be more developmentally appropriate than their reported practices. Study findings indicated that teachers reported a significantly higher percentage of children as having had a difficult transition at the beginning of the school year when compared to the end. At the beginning of the year, teachers rated 21.9% of children as having had a difficult transition, compared to 17.4% of children at the end of the school year. Some teachers reported 100% of the children in their class had a difficult transition at both the beginning and end of the school year. Overall, just under 60% of children were perceived as having some problems with kindergarten entry. Findings also indicated that teachers reported a significantly higher percentage of children were not ready for kindergarten entry at the beginning of the school year than at the end of the school year. Teachers perceived 27% of children were not ready for kindergarten at the beginning of the school year, with 22.4% of children rated as not ready at the end of the school year. Again, some teachers perceived 100% of their children as not being ready at both the beginning and end of the school year. Limitations, implications, and suggestions for future research were discussed.
Author: Carol Baldwin Rowland
Publisher:
ISBN:
Category :
Languages : en
Pages : 82
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Book Description
Scope and method of study. The purpose of this study was to identify the beliefs of teachers and parents as to the skills necessary to insure that a child enters school ready to learn. Data was gathered using the CARES survey developed by Chaya Piotrkowski and colleagues (2001) that was given to parents and teachers in English and Spanish at an educational child care program in a Midwestern city. This program is an early learning center that provides an educational environment for children who come from families that are 100% or more of poverty and many of whom have the additional risk factor for school challenges by speaking only Spanish. The research goal for this study was to describe similarities and differences between the school readiness beliefs of teachers and low-income parents from the same educational program for young children.
Author: John M. Love
Publisher:
ISBN:
Category : Children with social disabilities
Languages : en
Pages : 276
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Book Description
Author: Nancy L. Cappelloni
Publisher: Corwin Press
ISBN: 1452278660
Category : Education
Languages : en
Pages : 185
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Book Description
Put children on a path to success! Filled with photos and tools for practice, this is one of the rare resources to combine the latest research with immediately useable ideas and professional development support to help you equip our youngest students for formal schooling. This ready guidebook helps you: Understand the complexities of the transition to kindergarten Implement a successful program of instruction and assessment appropriate for children with various abilities Align your lessons with Common Core kindergarten standards Assess young children’s skills and abilities Tailor your program to enrich learning for all students
Author: Marc A Brackett
Publisher: National Professional Resources Inc./Dude Publishing
ISBN: 9781934032183
Category : Education
Languages : en
Pages : 146
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Book Description
A research-based, field-tested program that enhances academic achievement and social competence with developmentally appropriate lessons that are integrated across the curriculum for K-5. The methodology accommodates all learning styles, with six concrete "how to" steps for quick and easy implementation. It also comes with the reproducible materials for student use, as well as supporting teacher materials.
