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 Perceptions of Policymakers Regarding Transitional Kindergarten as a Policy Initiative written by Robin Ann Henderson and published by . This book was released on 2016 with total page 86 pages. Available in PDF, EPUB and Kindle. Book excerpt: Limited research is available on California’s transitional kindergarten (TK). Transitional kindergarten was established in the Kindergarten Readiness Act of 2010 (Simitian, 2010) which sought to change the kindergarten start age from four years and nine months old to five years old by September 1. This qualitative study was conducted to understand the perceptions of policymakers and political stakeholders regarding transitional kindergarten as a policy initiative. Six interviews were conducted to capture the policymakers and political stakeholders’ views of TK. The interviews were transcribed and thematized. These themes present themselves differently between two groups of participants. The creator group included participants involved in the birth and development of the Kindergarten Readiness Act of 2010 which established transitional kindergarten. The implementer group included participants involved in the implementation of this policy within school districts. The results created a descriptive microhistory (Brewer, 2014) of transitional kindergarten through the perceptions of these policymakers and political stakeholders. Using the principle of interest convergence stemming from critical race theory (Bell, 1980, 2004: Delgado, 2006) as a theoretical frame it appears that transitional kindergarten came into existence based on the interest convergence of several stakeholder groups. These groups include teachers’ interests to meet accountability issues, the California Teachers Association to maintain funding in Prop. 98 and teachers’ jobs, Early Edge California in expanding early learning opportunities for children, and the state legislature in finding budget saving measures.

Download or read book Parent Perceptions of Transitional Kindergarten as a Policy Initiative written by Janet Núñez-Pineda and published by . This book was released on 2016 with total page 95 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this qualitative interpretative research was to explore parents’ perception of transitional kindergarten as a policy initiative. The passage of the Kindergarten Readiness Act of 2010 (SB 1381) created a new provision related to children’s age in California prior to beginning Kindergarten. Transitional kindergarten gained attention from various areas within educational leadership including policy makers, researchers and practitioners. This study emerged as part of a pre-dissertation fellowship opportunity funded by the David and Lucille Packard foundation and was conducted in partnership with three other doctoral capstone projects and provide a 360-degree view of transitional kindergarten as a policy initiative within policy makers, school administrators, teachers and parents. This research is specifically focused on the parents’ perceptions. The research is guided by a qualitative interpretative framework coupled with critical policy analysis. All participants are of Hispanic or Latina backgrounds which represent the majority demographic population of the identified school district. Participants in this study had children who attended transitional kindergarten within one school district in California's Central Valley. A “funds of knowledge” framework explored how traditional values and knowledge were overlooked causing parents to feel frustrated and marginalized. The purpose of this study aims to fill a gap in the literature with regard to practitioners in the field such as teachers, school administrators, and policy makers.

Download or read book Perceptions of K 12 School Administrators Regarding Transitional Kindergarten as a Policy Initiative in California written by Libby Marie Soria and published by . This book was released on 2016 with total page 129 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this qualitative research was to understand K–12 school principals’ perceptions of the Kindergarten Readiness Act of 2010 as a policy initiative in California. Principals were chosen within one school district via a purposive non-probability sampling technique. Semi-structured interviews provided the research data. Critical theory guided this research, using a critical policy approach that considered policy rhetoric versus practiced reality. Through the data analysis process, the framework of performativity emerged and was then used as a lens to interpret the data. The principals reported their experiences implementing the Kindergarten Readiness Act’s two policy goals: changing the kindergarten start age and implementing transitional kindergarten. Principals’ experiences in the policy implementation process are shared, including the struggles and benefits of implementing educational policy. Results are interpreted through a poststructural performativity framework and showcase administrators’ challenge in attending to the needs of the elementary school while performing policy implementation. Recommendations and implications for practitioners, researchers, and policy makers are made.

Download or read book Teachers Perceptions of how California s Transitional Kindergarten Program Under Senate Bill 1381 Prepares Students for Improved Learning Outcomes in Kindergarten written by Michelle Facaros Parra and published by . This book was released on 2017 with total page 138 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study aimed to explore teachers' perceptions about the extent to which the new TK program contributes to students' social, emotional, and cognitive development to ultimately yield better learning outcomes for students once they enter kindergarten. Further, this qualitative study aimed to give a voice to TK and kindergarten teachers who are at the heart of the TK program implementation. It explores not only how the implementation of the Kindergarten Readiness Act of 2010 affects teachers professionally but also how it affects the learning outcomes of students under their tutelage.

Download or read book Strategies to Support Social and Emotional Growth in Transitional Kindergarten written by Joanna O'Brien and published by . This book was released on 2015 with total page 118 pages. Available in PDF, EPUB and Kindle. Book excerpt: This mixed-methods study examined strategies used by Transitional Kindergarten (TK) teachers to support the social and emotional growth of their students in the Central Valley of California. Transitional Kindergarten is a new grade level in California first implemented in the 2012-2013 school year. It was established as a result of Senate Bill 1381 which amended the California Educational Code to gradually move back the required birth date for admittance into kindergarten from December 2 to September 2. Those whose fifth birthday falls between September 2 and December 2 are eligible to enroll in TK. The study consisted of three separate but parallel stages. Initially a survey was sent to nearly 70 TK teachers in the county database. Concurrently, 10 TK teachers from two school districts were interviewed to gain more information about their perceptions of critical areas of social and emotional development along with the strategies they use to support its growth. Finally, five receiving Kindergarten teachers were interviewed from one of the two districts to determine their perceptions of their incoming TK students. A review of the literature indicates Kindergarten teachers perceive that social and emotional competence is considered critical for school readiness and is an indicator of future academic success. Findings indicate Transitional Kindergarten teachers perceived the most critical areas of social and emotional development needed for school success were the students' ability to communicate needs and wants, to follow routines and directions, and to play cooperatively. The way in which teachers supported the development of these areas was to provide an enriching environment for all their students, provide in-the-moment interventions, utilize social skills curriculum, and role-model expected behaviors. Additional accommodations for ELLs and students from low SES included a focus on vocabulary development and use of tangible and visual materials. Additional findings from TK interviews indicate the foundational role of language development in early childhood education. Teacher comments suggested that English language learners and students from poverty especially benefited from the language-rich environment provided by TK. The results of these findings may inform policy makers as to the future of quality early education for all four-year-old students. Keywords: Transitional Kindergarten, social and emotional development, early childhood education, early language development, English Language Learners

Download or read book Transitions to School International Research Policy and Practice written by Bob Perry and published by Springer Science & Business Media. This book was released on 2013-11-04 with total page 301 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book provides an important compilation and synthesis of current work in transition to school research. The book focuses strongly on the theoretical underpinnings of research in transition to school. It outlines key theoretical positions and connects those to the implications for policy and practice, thereby challenging readers to re-conceptualize their understandings, expectations and perceptions of transition to school. The exploration of this range of theoretical perspectives and the application of these to a wide range of research and research contexts makes this book an important and innovative contribution to the scholarship of transition to school research. A substantial part of the book is devoted to detailed examples of transition to school practice. These chapters provide innovative examples of evidence-based practice and contribute in turn, to practice-based evidence. The book is also devoted to considering policy issues and implications related to the transition to school. It records a genuine, collaborative effort to bring together a range of perspectives into a Transition to School Position Statement that will inform ongoing research, practice and policy. The collaborative, research, policy and practice based development of this position statement represents a world-first.

Download or read book Supporting Social emotional Skills Development in Transitional Kindergarten written by Cynthia Castillo (Graduate student) and published by . This book was released on 2021 with total page 78 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.

Download or read book Keeping Up with the Kinders Supporting the Developmental Needs of Young Children to Prepare Them for the Primary Grades written by Diane Dolores Lucero and published by . This book was released on 2021 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this qualitative study was to explore and identify the experiences and challenges of how five Transitional Kindergarten teachers in an urban public school district, support the critical domains of development in young children with unique needs, specifically English Learners and children with disabilities. The study looked at five Transitional Kindergarten teachers' perceptions, practices, and the accessible support system they receive to provide an equitable and high-quality learning environment that promotes school readiness, and how these interactions impact the transition. The data collection consisted of individual interviews, documents and artifacts provided by the participants. The data was transcribed and analyzed and coded using an inductive and deductive and thematic coding approach. The major findings revealed that there is a significant need of additional support in the classroom whereas traditional early childhood programs have a teacher to student requirement when working with young children. The findings also revealed that not all teachers are prepared to work with children with special needs and rely heavily on the special education teacher for guidance to work with this population. Other findings reveal the Transitional Kindergarten must use a modified version of the Kindergarten curriculum designed for older children.

Download or read book Transitional Kindergarten Implementation written by Masami Nancy Herota and published by . This book was released on 2014 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: This qualitative research study examined the implementation transitional kindergarten programs mandated by the passage of Senate Bill 1381 (SB 1381), the Kindergarten Readiness Act of 2010. The law gradually changes the age of entry into kindergarten from December 2 to September 1 so that by the 2014-15 school year children who are five years old on or before September 1 are eligible for kindergarten. The law also requires school districts to offer a transitional kindergarten program for children who were previously eligible for kindergarten. The policy for school districts to develop transitional kindergarten, the first year of a 2-year kindergarten program, provided flexibility and limited guidance for school districts to design a program to meet local needs. The purpose of this study was to examine how school districts approached the implementation of curriculum and instructional strategies for transitional kindergarten. Through a case study of two school districts in California, this study examined how administrators and teachers planned, interpreted, and implemented policy into practice. The study focused on the interpretation of policy to inform practice. The primary data for this study were gathered through interviews with teachers, principals, and district administrators regarding their interpretation and conceptualization of policy to implement transitional kindergarten. Other data collection methods included classroom observations and a review of documents developed for transitional kindergarten. Through an in-depth analysis of the data, three themes emerged. The first theme, "Understanding Policy," revealed how teachers and administrators made meaning of new policy through a collaborative process. The findings examined how a lack of clarity in the initial phase of planning, combined with the flexibility that teachers were given to implement new approaches, evolved into a shared understanding of the term developmentally appropriate practice. The second theme, "Implementing Policy into Practice," described how teachers were operationalizing policy to classroom practice. Teachers and administrators described new approaches in the areas of curriculum, instruction, classroom environments, flexible use of time, and assessment for transitional kindergarten. The third theme, "Policy Implementation - Refinement and Impact," summarized practitioners' reflections regarding areas of refinement to continue to enhance transitional kindergarten programs. Areas of refinement included horizontal and vertical articulation opportunities, professional development, and communication with parents and the community. Teachers and administrators also shared their perspectives regarding the impact of transitional kindergarten. Based on these findings, implications for practice and recommendations for future research are presented.

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 Transitional Kindergarten in California written by Michele Cadigan and published by . This book was released on 2015 with total page 6 pages. Available in PDF, EPUB and Kindle. Book excerpt: When transitional kindergarten (TK) in California began in the 2012-13 school year, there were many questions about this new grade--available typically to only those children born during the month of November. Parents wondered: What is TK? Who is eligible? Does my district offer TK? Is TK right for my child? With the delayed final approval of TK at the state level, stakeholders across the state wondered how districts would recruit families and roll out a new program in such a short time frame. Who would show up on the first day of school? And what would they find when they arrived? American Institutes for Research explored these TK issues as part of an in-depth investigation of the program's first year of implementation, with subsequent follow-up with a subset of districts in the second year. This implementation study is the first phase of the statewide Study of California's Transitional Kindergarten Program. The second phase, now underway, examines the quality and impacts of TK. This third research brief in a series investigating TK implementation in Year 1 focuses on district outreach efforts, parent perceptions of TK, and TK student demographics. The following questions are addressed: (1) How did districts approach parent outreach: (2) How did parents decide whether to enroll their children in TK; (3) Who actually enrolled in TK; and (4) What did parents think of their children's TK experiences? Findings from this study point to the challenges districts faced in recruiting children for TK during the first year of TK implementation. District administrators also described other parents who were not aware of the TK program or who were concerned that TK was a remedial program and did not want to send their children to a program they did not understand. Despite these challenges, there were no particular demographic groups of students disproportionately left out of TK.

Download or read book Kindergarten Teachers Perceptions of Inhibitors for Implementing Developmentally Appropriate Kindergarten Practices and Policies in New York State written by Nancy A. Sherwood and published by . This book was released on 1994 with total page 207 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 Kindergarten Transition and Readiness written by Andrew J. Mashburn and published by Springer. This book was released on 2018-06-09 with total page 385 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.

Download or read book Transformative Leadership and Change Initiative Implementation for P 12 and Higher Education written by Mulvaney, Tracy and published by IGI Global. This book was released on 2024-05-06 with total page 406 pages. Available in PDF, EPUB and Kindle. Book excerpt: Transformative leadership emerges as the beacon guiding P-12 schools and higher education institutions through the intricacies of necessary change. Leaders must confront the perennial challenges faced by educational institutions head-on, equipped with an array of innovative strategies and a commitment to fostering equitable practices, from addressing inclusion, diversity, and belonging to navigating the complex terrain of school change. In Transformative Leadership and Change Initiative Implementation for P-12 and Higher Education, the echoes of Heraclitus's wisdom reverberate, reminding educational leaders that the only constant is change. This book delves into the core of transformative strategies employed by thought leaders across the educational spectrum, from P-12 schools to university corridors. Guided by transformative leadership principles, this book traverses the intricate tapestry of topics such as technology integration, educational entrepreneurship, and global citizenship, providing a roadmap for leaders to navigate the complexities of the modern educational landscape. The emphasis on social-emotional leadership and learning underscores the importance of nurturing the holistic development of students, ensuring they thrive both academically and emotionally.

Download or read book The Transition to Kindergarten written by Robert C. Pianta and published by . This book was released on 1999 with total page 442 pages. Available in PDF, EPUB and Kindle. Book excerpt: Today's kindergarten is the onset of formal schooling for children--the first time families, schools, teachers, and communities come together to form an educational partnership. In this thought-provoking, issues-focused book, the experts explore the research on early schooling and give you a starting point with which to reexamine your beliefs, policies, and practices regarding the first years of school. Scholars, researchers, and other professionals will discover why early school transitions need to be improved and how these critical transitions affect children's future educational success. You'll learn about readiness assessment entrance ages grade retention classroom structure family-school-community partnerships cultural diversity children with disabilities children in poverty This book is part of a series edited by Donald B. Bailey, Jr., Ph.D., and developed in conjunction with the National Center for Early Development and Learning (NCEDL). Visit NCEDL's website for information on the center's research, upcoming meetings, and free online publications..