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Who decides and by what criteria : = The impact of the perceptions of preschool and kindergarten teachers on kindergarten readiness.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	Who decides and by what criteria :/
其他題名:	The impact of the perceptions of preschool and kindergarten teachers on kindergarten readiness.
作者:	Bell, Chandra Monic.
面頁冊數:	1 online resource (143 pages)
附註:	Source: Dissertations Abstracts International, Volume: 76-05, Section: A.
Contained By:	Dissertations Abstracts International76-05A.
標題:	Educational leadership. -
電子資源:	click for full text (PQDT)
ISBN:	9781321276725

Who decides and by what criteria : = The impact of the perceptions of preschool and kindergarten teachers on kindergarten readiness.
Bell, Chandra Monic.

Who decides and by what criteria :The impact of the perceptions of preschool and kindergarten teachers on kindergarten readiness. - 1 online resource (143 pages)

Source: Dissertations Abstracts International, Volume: 76-05, Section: A.

Thesis (Ed.D.)--South Carolina State University, 2013.

Includes bibliographical references

Kindergarten readiness has been an increasingly important issue for many early childhood educators, administrators and policymakers as they try to ensure that preschool-aged children are prepared and ready to enter kindergarten. To no avail, the achievement gap in kindergarten continues to widen due to accountability (Goals 2000, 1996). As a result of an Education Summit in Charlottesville, Virginia in 1989, President George W. Bush, along with fifty state governors, passed federal legislation to address school readiness. One of the goals stated that all children will start school ready to learn. Unfortunately, there are a large number of children who are entering kindergarten "not ready". Akerman and Barnett (2005) reported that a child achieves "readiness" when they are involved in successful early childhood programs. The theoretical context of this study included a review of the literature. Therefore, the study was divided into seven sections. The sections are as follows: history of kindergarten, preschool education, benefits of preschool, school readiness, the developmental skills or domains of school readiness, poverty in schools and teacher perceptions and school readiness. The study also compared the participants by the degree held by preschool and kindergarten teachers, experience, and the type of school in which the participants were employed. The target population for this study included sixty preschool and kindergarten teachers from schools consisting of high poverty and low poverty indexes. The teachers were asked to give their perceptions of school readiness factors they consider essential for a child to be considered "ready" for kindergarten. The forty-three participants were preschool and kindergarten teachers from school districts from the low country, midland and up country regions of South Carolina, who were asked to complete a survey entitled "Ready Kindergartners' Questionnaire". The data were analyzed using a quantitative approach. A five-point Likert scale was used to collect the data. The data were analyzed by using a t-test and ANOVA to determine if there was a relationship between school readiness, educators' experience, the degree held by the educators, and the type of school, based on its poverty index, in which the educators work. The researcher used descriptive statistics in determining the perceptions of preschool and kindergarten teachers. Once the data were analyzed, it was found that there were no significant differences in the perceptions of either kindergarten or preschool teachers regarding which early learning indicators were believed to be essential for kindergarten readiness. Although there were no significant differences about the perceptions by teacher type, years of experience, and poverty level of the school, the data revealed that teachers with doctorate degrees did differ from those teachers who did not have doctorate degrees about how essential the readiness skills were. The data revealed that both preschool and kindergarten teachers who held doctorate degrees rated the developmental skills on the survey's Likert scale as less essential than those teachers who held the degrees of bachelor, master or specialist. The following research questions framed the study: Research Questions 1. Is there a significant difference between preschool and kindergarten teachers' perceptions of kindergarten readiness by a student's social and emotional development? 2. Is there a significant difference between preschool and kindergarten teachers' perceptions of kindergarten readiness by a student's approach to learning? 3. Is there a significant difference between preschool and kindergarten teachers' perceptions of readiness by a student's communication skills? 4. Is there a significant difference between preschool and kindergarten teachers' perceptions of readiness by a student's cognitive development? 5. Is there a significant difference between preschool and kindergarten teachers' perceptions of kindergarten readiness by a student's physical health and wellbeing? 6. Is there a significant difference between preschool and kindergarten teachers' perceptions of kindergarten readiness by the degree held by the educator? (High School Diploma, Bachelors, Masters, Educational Specialist or Doctorate) 7. Is there a significant difference between preschool and kindergarten teachers' perceptions of kindergarten readiness by the years of experience held by the educator? 8. Is there a significant difference between the perceptions of preschool and kindergarten teachers regarding readiness as determined by those who work in high poverty schools versus those who work in low poverty schools? KEY TERMS School Readiness Preschool Intervention Pre-academic Experience High Poverty Schools Low Poverty Schools.

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

Mode of access: World Wide Web

ISBN: 9781321276725Subjects--Topical Terms:

585508
Educational leadership.
Subjects--Index Terms:

High Poverty SchoolsIndex Terms--Genre/Form:

554714
Electronic books.

Who decides and by what criteria : = The impact of the perceptions of preschool and kindergarten teachers on kindergarten readiness.
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