Search results for: Kindergarten
Page 3/3 28 items
An Organizational Perspective on the Origins of Instructional Segregation: School Composition and Use of Within-Class Ability Grouping in American Kindergartens
The authors conduct secondary analyses of national data from the Early Childhood Longitudinal Study –Kindergarten Cohort to investigate the degree to which the racial and ethnic composition of schools is associated with use of ability grouping practices as early as kindergarten. The authors focus on within-class ability grouping for reading instruction. The authors find that this form of grouping is practiced by a majority of kindergarten teachers and schools, although frequency of use is quite varied, and some teachers and schools use it only sporadically.
Updated: Jun. 01, 2010
This paper describes kindergarten teachers' professional training and their social status in Korea. It describes the historical development of Korea's kindergarten teacher training system and pedagogical methods. Furthermore, the paper discusses the unequal social status of kindergarten teachers.
Updated: Oct. 28, 2009
The Effect of Curriculum, Coaching, and Professional Development on Prekindergarten Children's Literacy Achievement
The study empirically assessed one community's efforts to close the literacy's gap between its advantaged and disadvantaged children. Over a 3-year period, a grassroots venture consisting of business, university and public school personnel provided teachers in 22 California state preschool classrooms with a literacy-rich curriculum. They also provided the teachers with weekly support from a literacy coach and professional development on early literacy acquisition and instruction.
Updated: Apr. 06, 2009
The article examines how teaching practices contribute to the variance in test scores on a broad scale or on whether the relation of instruction to test scores is moderated by social and economic inequalities among students. The result suggests that minimizing the social inequities that contribute to the adverse effects of poverty will play a greater role in closing the poverty score gaps in mathematics in elementary grades.
Updated: Mar. 18, 2009
The Effect of Family Literacy Interventions on Children's Acquisition of Reading From Kindergarten to Grade 3: A Meta-Analytic Review
The review focuses on intervention studies that tested whether parent-child reading activities would enhance children's acquisition of reading from kindergarten to Grade 3.The combined results for the 16 intervention studies, representing 1,340 families, showed that parent involvement has a positive effect on children's reading acquisition.
Updated: Mar. 05, 2009
Preparing Preservice Teachers for Success in NCLB's Kindergartens: Learning from Experienced Teachers' Strategies for Managing Professional Relationships with Colleagues and Parents
This article presents findings from a recent qualitative study of two veteran kindergarten teachers' challenges on challenges facing kindergarten teachers as a result of No Child Left Behind (NCLB). The Findings show how teachers are managing their relationships with the first-grade teachers at their school and with their students' parents.
Updated: Sep. 04, 2008
The Perceived Significance of the Supervisor, the Assistant, and Parents for Career Development of Beginning Kindergarten Teachers
The study conducted in Israel, explores the beginner kindergarten teachers and their experiences and career issues. Based on semi-structures interviews, with 15 Israeli kindergarten teachers, the teachers' determinants factors were much similar to their counterparts in the school system, except for three parts: the assistant, the supervisor and the parents. Those where to have much influence, either positive or negative, on beginning kindergarten teachers’ task accomplishment, success and well-being.
Updated: Jun. 17, 2008
A two-year project was introduced to Hong Kong kindergarten teachers where they were asked to created collaborative videos about models of good practices, following effective teaching episodes with peer teachers. Findings suggest that the use of a collaborative project activated the teachers' creativity and sensitivity in giving the children's learning a first priority in their pedagogy.
Updated: Jan. 24, 2008