Search results for: Kindergarten
Page 2/3 28 items
We Learned All About That in College”: The Role of Teacher Preparation in Novice Kindergarten/Primary Teachers' Practice
The current case study reports how 5 first-year kindergarten/primary teachers utilized knowledge and skills from their teacher preparation program as a means of approaching curricular decision-making for instructional practice.
Updated: Nov. 28, 2012
In this article, the author situates contemporary issues in early childhood teacher education within the historical context of the kindergarten movement in the U.S. The author frames the discussion around two central questions that recur in contemporary pre-K expansion discourses: (a) What constitutes a qualified teacher?, and (b) What is high-quality early childhood teaching?
Updated: May. 09, 2012
This article explores the growth and development of two kindergarten teachers after their school participated in a PDS in Hong Kong.
Updated: Apr. 22, 2012
In this study, the authors empirically tested a theoretical model based on the one suggested by Lamon, who claimed that the development of proportional reasoning relies on various kinds of understanding and thinking processes. The authors also used an extended model which included an additional component of solving missing value proportional problems. To a great extent, the data provided support for the extended model.
Updated: Apr. 16, 2012
The Dilemma of Scripted Instruction: Comparing Teacher Autonomy, Fidelity, and Resistance in the Froebelian Kindergarten, Montessori, Direct Instruction, and Success for All
The author examines how teachers reacted to four different models of scripted instruction. The author focuses on the scripts' theory and research base and teacher training, and on teachers' assessments of the scripts' effectiveness, and ask how these factors might influence teachers' autonomy, fidelity, and resistance when using scripts. It was found that teacher autonomy, fidelity, and resistance varied in these four scripts. Froebelian kindergarten and Montessori teachers autonomously chose to receive scripted, lengthy, intensive, pre-service training and professional development in closed professional learning communities.
Updated: Oct. 23, 2011
The current paper discusses the potential positive and problematic influences of the National Early Literacy Panel report on prekindergarten and kindergarten classroom instructional practice. The authors support the instructional importance of the majority of the foundational skills identified in the NELP report. However, the authors argue that the NELP report is both insufficiently clear and overly narrow with respect to what preschool teachers should be focusing on instructionally in early literacy.
Updated: Jul. 05, 2011
The current study investigates how elementary teachers perceive and use engaging oral strategies. The findings reveal that a kindergarten teacher viewed such strategies negatively and employed only a few figurative directives. However, fourth-grade teachers viewed them positively, frequently resorting to a variety of speech figures, parallel repetition and engaging questions. It is argued that teachers’ engaging oral strategies are multifunctional, serving important social and cognitive functions.
Updated: May. 13, 2011
In this essay, the authors are a mother and a daughter who reflect on gender roles and how they are enacted in the classroom. Writing in separate voices, the authors raise critical questions about the rigidity of gender roles and the importance of discussing gender with young children.
Updated: Apr. 10, 2011
Making Learning Visible in Kindergarten Classrooms: Pedagogical Documentation as a Formative Assessment Technique
The current study investigated interactions between pedagogical documentation and kindergarten children, families and teachers in the UAE. The study sample comprised six teachers in six kindergarten classrooms, 141 kindergarten children and 67 parents. The findings showed that pedagogical documentation has the potential to improve children’s learning.
Updated: Apr. 04, 2011
Science Talks” in Kindergarten Classrooms: Improving Classroom Practice Through Collaborative Action Research
In this study, the authors described an action research project enacted by a veteran Kindergarten teacher (Sarah) in the context of a professional development program. Over the course of a year, Sarah collaborated with other teachers in a small group to investigate how to use “Science Talks” to promote student learning in Kindergarten classrooms. Based on a rich set of data sources, the authors concluded that Sarah’s action research improved student learning and led to her own professional growth.
Updated: Sep. 05, 2010