Download or read book An Analysis of Teacher Perceptions of All Day Kindergarten written by Dana Marie Darling and published by . This book was released on 1999 with total page 80 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Teachers Perceptions of Full day Kindergarten and the Impact on Student Achievement written by Suzanne Theresa Magee and published by . This book was released on 2018 with total page 109 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.

Download or read book Full day and Half day Kindergarten Parent and Teacher Perceptions written by Stephanie Sue Burrage and published by . This book was released on 1999 with total page 242 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Educators Perceptions of Effectiveness of Full day Kindergarten on Academic and Social emotional Development written by Sally R. Bredeman and published by . This book was released on 2017 with total page 116 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.

Download or read book Teacher Perceptions of Developmentally Appropriate Practice in Kindergarten Classrooms in North Mississippi written by Stephanie Puckett Pepper and published by . This book was released on 2007 with total page 258 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this research was to examine demographics of kindergarten teachers, their perceptions of developmentally appropriate practice, and to develop a profile of kindergarten teachers in north Mississippi schools. Data were collected from 140 kindergarten teachers in the North Mississippi Education Consortium (NMEC) using a 50-item questionnaire. The questionnaire was composed of demographic questions, plus questions from the Primary Teacher Questionnaire (PTQ developed by Dr. Kenneth Smith, University of Nebraska, Omaha, and used with his permission. Collection of data was accomplished through endorsement and support of the NMEC. Additional support came from NMEC superintendents and principals who distributed and collected questionnaires from the kindergarten teachers during the 2006-2007 academic year. The results of this research suggest wide acceptance of a child-centered teaching philosophy among kindergarten teachers in the NMEC schools. Kindergarten teachers' perceptions regarding curriculum, instruction, and children's growth and development were analyzed. The implication of this research is valuable because it provides information regarding perceptions of DAP from a number of kindergarten teachers. Therefore, information gained from this study may be vital for educators making future curricula and policy decisions.

Download or read book Kindergarten Teachers Perceptions of Kindergarten Readiness written by Lisa C. Vallacchi and published by . This book was released on 2019 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Early childhood is a critical development period for academic, social, and emotional learning. Children experience a variety of early care and educational environments from infancy to age five. Due to these diverse environments, students enter kindergarten at multiple levels of academic, social, and emotional readiness, creating an achievement gap for some at the start of their schooling journey. This study sought to determine kindergarten teachers' perceptions of kindergarten readiness in northwest, New Jersey. Additionally, the research examined the instructional grouping structures used in the kindergarten classroom to address the diverse needs of learners. The researcher employed the survey method utilizing a cross sectional questionnaire design and interviews to collect information from a sample of 45 kindergarten teachers to determine perceptions of readiness and gather information on instructional grouping structures used in the classroom. To enhance the study and bring further insight to the findings of the survey results, the researcher held face-to-face interviews with six kindergarten teachers. The study found that kindergarten teachers' perceive most of their students to have the readiness skills needed to be successful in kindergarten. However, the study revealed that all kindergarten classrooms studied have students that require supports academically, socially, and emotionally. Additionally, the study identified the need to further examine the instructional approaches used in the kindergarten classroom to meet the needs of students. Outcomes identified in this research will contribute to developing on-going professional development for administrators and teachers on effective early childhood practices to support the cognitive and emotional needs of kindergarten students. This research will also support the efforts to continue to bring preschool expansion funds to more communities in New Jersey to meet the diverse needs of all learners. (ProQuest abstract).

Download or read book Teacher s Perceptions of Kindergarten Programs written by Laura J. Estrem and published by . This book was released on 1989 with total page 134 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Teacher Perceptions of the Advantages and Disadvantages of the Effects of Full day Versus Half day Kindergarten in Suburban New Jersey Public Schools written by Gina M. Rosamilia and published by . This book was released on 2008 with total page 99 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Transition to Kindergarten written by Dawn R. Lawless and published by . This book was released on 2012 with total page 118 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this qualitative case study was to analyze parent, teacher, and administrator perceptions on the transition to kindergarten activities at three elementary schools in a large, suburban school district in Pennsylvania. This research examined results and analyzed for trends based on the responses of 78 parent surveys, 21 parent follow up focus group participants, 9 teacher surveys, 7 follow up teacher focus group participants, 3 administrator surveys, and 3 follow up administrator interviews. The 3 surveys were very similar and each contained a Likert-scale response tool which listed a variety of transition activities along with open-ended questions. The follow up focus groups and interviews included open ended questions regarding transition to kindergarten at each of the schools and provided additional insight into participants' perception. Analysis of the data indicated that parents were pleased with their children's transition into kindergarten despite one key linkage, preschool to elementary school, not being strong. The findings also identified that negative parent perceptions were broad and varied and could be categorized as their desiring improved communication and the addressing of safety concerns. Teachers' perceptions, however, were less varied than parents and typically included the desire to dialogue with preschool personnel and to be compensated for transition work that would be best done in the summer. Administrators' perceptions mirrored the specific needs of their individual schools and depended upon their own definition of school readiness. All three participant groups expressed an interest in having teachers, students, and parents interact in a meaningful manner shortly before the start of school after class lists have been disseminated.

Download or read book Teachers Perceptions about Standards based Instruction and Their Reported Use of the Amount of Time for Play and the Complexity of Play in Half day Kindergarten Programs in Michigan written by Kathleen M. Kalmar and published by . This book was released on 2002 with total page 392 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book An Analysis of the Perceptions Held by Public Elementary School Teachers and Administrators of Selected Goals for Kindergarten Programs in Alabama written by James Ernest Owen and published by . This book was released on 1978 with total page 396 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Crisis in the Kindergarten written by E. Miller and published by . This book was released on 2009 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Teachers Perceptions of Transitional Kindergarten as a Policy Initiative written by Laura L. Fong and published by . This book was released on 2016 with total page 118 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this qualitative research study was to address the lack of research about transitional kindergarten (TK) teachers’ perceptions regarding transitional kindergarten as a policy initiative. Transitional kindergarten as a policy initiative is largely understudied; therefore this study is aimed at filling the gap in the research. This interpretive qualitative research study will help inform researchers who focus on education policy, as well as policymakers at the state and local levels that work to author educational policy and support new educational policy initiatives. Prior to 2012, in order for children to start kindergarten in California, they could be as young as four-years-and-nine-months old; California’s cutoff date was December 2 of the year in which the child would turn five. The Kindergarten Readiness Act of 2010 now requires that children turn five by September 1 of the school year in order to start kindergarten. Senator Joe Simitian wrote this bill, at the suggestion of two California teachers. These teachers made their case to Simitian that the younger kindergarten students were struggling with today’s kindergarten and that this struggle continues “year after year” for these young students (Simitian, 2010). Five overarching themes emerged within this study with regard to TK: (a) lack of implementation, communication, and understanding of the purpose of TK; (b) inconsistencies among TK classes; (c) lack of standards, curriculum, instructional materials, training, and resources; (d) lack of developmentally appropriate practices; and, (e) a contrast between rhetoric and reality.

Download or read book Kindergarten Teacher Perceptions Regarding the Development of Young Children s Emerging Literacy Skills written by Peggy Ann Thelen and published by . This book was released on 2004 with total page 422 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Resources in Education written by and published by . This book was released on 1998 with total page 328 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Kindergarten Teachers Developmentally Appropriate Beliefs and Practices and Their Perceptions of Children s Kindergarten Readiness written by Rachelle Ernest Wright and published by . This book was released on 2010 with total page 169 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.

Download or read book A Study of Teacher Perceptions Regarding Kindergarten Schedules written by Mary Lynda Hanson and published by . This book was released on 1992 with total page 152 pages. Available in PDF, EPUB and Kindle. Book excerpt: