Parents' and Teachers' Beliefs about Kindergarten Readiness Skills PDF Download
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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: 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: Jerry West
Publisher:
ISBN:
Category : Kindergarten
Languages : en
Pages : 12
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Book Description
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: Regena Fails Nelson
Publisher:
ISBN:
Category :
Languages : en
Pages : 192
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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: 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.
Author: Victoria Reyes
Publisher:
ISBN:
Category : Kindergarten
Languages : en
Pages : 104
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Book Description
Author: Jerry West
Publisher:
ISBN:
Category : Kindergarten
Languages : en
Pages : 10
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Book Description
Author: Nancy Cappelloni
Publisher: Corwin Press
ISBN: 1452241945
Category : Education
Languages : en
Pages : 185
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Book Description
The hard truth? Some kids aren't as ready for kindergarten as others, dictated in part by their socioeconomic background and prior learning experiences. And unless we can provide the support these kids need early on, there's a risk they may never catch up. That's where Kindergarten Readiness steps in. It's a ready guidebook to help you equip our youngest students for formal schooling. Covering everything from involving parents to creating developmentally appropriate curriculum, this book will help 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 Filled with authentic 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. Book jacket.
Author: M. Elizabeth Graue
Publisher: SUNY Press
ISBN: 9780791412039
Category : Education
Languages : en
Pages : 330
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Book Description
This book looks at readiness from a different perspective, arguing that we must move away from the readiness-as-child characteristic so prevalent in education and the popular press. Instead, readiness is explained as an idea constructed by parents, teachers, and children as they interact in their neighborhoods and communities. Graue describes three communities in the same school district: a middle-class, suburban town of professionals; a rural, working-class community; and a group of Hispanic, working-class families making their way through their children's kindergarten experiences. In each setting, the local meaning of readiness is the underlying theme in the actions taken by parents and their attitudes about their children's first public school experience.
