國立虎尾科技大學 |

Impact of Cross-Grade Level Instructional Rounds on the Social Competence of Students during the Preschool to Kindergarten Transition.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	Impact of Cross-Grade Level Instructional Rounds on the Social Competence of Students during the Preschool to Kindergarten Transition./
作者:	Wharton-Hunt, Amanda.
面頁冊數:	1 online resource (139 pages)
附註:	Source: Dissertations Abstracts International, Volume: 84-09, Section: A.
Contained By:	Dissertations Abstracts International84-09A.
標題:	Educational administration. -
電子資源:	click for full text (PQDT)
ISBN:	9798377639251

Impact of Cross-Grade Level Instructional Rounds on the Social Competence of Students during the Preschool to Kindergarten Transition.
Wharton-Hunt, Amanda.

Impact of Cross-Grade Level Instructional Rounds on the Social Competence of Students during the Preschool to Kindergarten Transition. - 1 online resource (139 pages)

Source: Dissertations Abstracts International, Volume: 84-09, Section: A.

Thesis (Ed.D.)--Doane University, 2022.

Includes bibliographical references

Concerns regarding social competence skills in preschool and kindergarten students and the impact to the disruption of learning within the classroom is a growing area of concern within public schools. Decreased social competence skills lead to increased difficulty in engagement and cooperation in the classroom, disrupting the learning environment for all students. Traditional transition practices involve minimal collaboration between preschool and kindergarten teachers in regard to support and expectations for social competence skills at the various levels.This quasi-experimental study focused specifically on the use of cross-grade level instructional rounds to improve teachers' efficacy in supporting social competence skills of young learners. The between groups study included seven preschool and eight kindergarten teachers in a suburban Midwestern public school district, who participated in cross-grade level instructional round sessions. The preschool and kindergarten teachers' participation in the cross-grade level instructional round sessions provided the opportunity for observation, reflection, collaboration, and development of action steps to improve the teaching and support of social competence skills of young learners during the preschool to kindergarten transition.Behavior referral data was analyzed to determine the potential impact of various levels of participation on student referrals. Levels of participation were differentiated by the amount of time students were exposed to teachers who participated in the cross-grade level instructional round experience. Teacher participants' questionnaire results were also analyzed to determine the impact of the intervention on teacher efficacy to support student social competence skills following participation in the cross-grade level instructional round sessions. Results of the study supported a positive correlation between a participant's perceptions of the effectiveness of cross-grade level instructional rounds and participant perceptions of the effectiveness of using cross-grade level instructional rounds to improve social competence skills of children. Students whose preschool teacher participated in cross-grade level instructional round sessions demonstrated a statistically significant decrease in referrals post-intervention when compared to students whose kindergarten teacher participated in cross-grade level instructional rounds.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9798377639251Subjects--Topical Terms:

1148465
Educational administration.
Subjects--Index Terms:

Instructional roundsIndex Terms--Genre/Form:

554714
Electronic books.

Impact of Cross-Grade Level Instructional Rounds on the Social Competence of Students during the Preschool to Kindergarten Transition.
LDR:03772ntm a22003497 4500 001 1152893
005 20241216064750.5
006 m o d
007 cr mn ---uuuuu
008 250605s2022 xx obm 000 0 eng d
020 $a 9798377639251
035 $a (MiAaPQ)AAI29998016
035 $a AAI29998016
040 $a MiAaPQ $b eng $c MiAaPQ $d NTU
100 1 $a Wharton-Hunt, Amanda. $3 1479997
245 1 0 $a Impact of Cross-Grade Level Instructional Rounds on the Social Competence of Students during the Preschool to Kindergarten Transition.
264 0 $c 2022
300 $a 1 online resource (139 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Dissertations Abstracts International, Volume: 84-09, Section: A.
500 $a Advisor: Kozisek, Julie.
502 $a Thesis (Ed.D.)--Doane University, 2022.
504 $a Includes bibliographical references
520 $a Concerns regarding social competence skills in preschool and kindergarten students and the impact to the disruption of learning within the classroom is a growing area of concern within public schools. Decreased social competence skills lead to increased difficulty in engagement and cooperation in the classroom, disrupting the learning environment for all students. Traditional transition practices involve minimal collaboration between preschool and kindergarten teachers in regard to support and expectations for social competence skills at the various levels.This quasi-experimental study focused specifically on the use of cross-grade level instructional rounds to improve teachers' efficacy in supporting social competence skills of young learners. The between groups study included seven preschool and eight kindergarten teachers in a suburban Midwestern public school district, who participated in cross-grade level instructional round sessions. The preschool and kindergarten teachers' participation in the cross-grade level instructional round sessions provided the opportunity for observation, reflection, collaboration, and development of action steps to improve the teaching and support of social competence skills of young learners during the preschool to kindergarten transition.Behavior referral data was analyzed to determine the potential impact of various levels of participation on student referrals. Levels of participation were differentiated by the amount of time students were exposed to teachers who participated in the cross-grade level instructional round experience. Teacher participants' questionnaire results were also analyzed to determine the impact of the intervention on teacher efficacy to support student social competence skills following participation in the cross-grade level instructional round sessions. Results of the study supported a positive correlation between a participant's perceptions of the effectiveness of cross-grade level instructional rounds and participant perceptions of the effectiveness of using cross-grade level instructional rounds to improve social competence skills of children. Students whose preschool teacher participated in cross-grade level instructional round sessions demonstrated a statistically significant decrease in referrals post-intervention when compared to students whose kindergarten teacher participated in cross-grade level instructional rounds.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2024
538 $a Mode of access: World Wide Web
650 4 $a Educational administration. $3 1148465
653 $a Instructional rounds
653 $a Preschool to kindergarten transition
653 $a Social competence
655 7 $a Electronic books. $2 local $3 554714
690 $a 0514
710 2 $a Doane University. $b Education Leadership. $3 1479998
710 2 $a ProQuest Information and Learning Co. $3 1178819
773 0 $t Dissertations Abstracts International $g 84-09A.
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=29998016 $z click for full text (PQDT)