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Teacher Expectations of Kindergarten Readiness : = Implications for Literacy, Social-Emotional Learning, and Developmentally Appropriate Practice.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Teacher Expectations of Kindergarten Readiness :/
Reminder of title:	Implications for Literacy, Social-Emotional Learning, and Developmentally Appropriate Practice.
Author:	Schliesman, Lindsay Cagle.
Description:	1 online resource (150 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 79-11, Section: A.
Contained By:	Dissertations Abstracts International79-11A.
Subject:	Early childhood education. -
Online resource:	click for full text (PQDT)
ISBN:	9780355956788

Teacher Expectations of Kindergarten Readiness : = Implications for Literacy, Social-Emotional Learning, and Developmentally Appropriate Practice.
Schliesman, Lindsay Cagle.

Teacher Expectations of Kindergarten Readiness :Implications for Literacy, Social-Emotional Learning, and Developmentally Appropriate Practice. - 1 online resource (150 pages)

Source: Dissertations Abstracts International, Volume: 79-11, Section: A.

Thesis (Ph.D.)--Alabama Agricultural and Mechanical University, 2017.

Includes bibliographical references

In order to meet the rising academic demands of Kindergarten, young children must possess the pre-requisite skills required for learning. These skills not only include academics, but also social-emotional and developmental skills which are essential for school success. This qualitative study was designed to explore teachers' beliefs about school readiness. These beliefs are comprised of teacher expectations for entering students and current practices in Kindergarten. A grounded research theory was applied and theoretical sampling was used. Group interviews and surveys were utilized to examine teachers' beliefs and compare expectations among schools with varying demographics. First, six teachers from a local school district were selected based on the demographic composition of the schools in which they taught: a majority of white students, a majority of African American students, and a majority of Hispanic students. A second phase of data collection included online surveys distributed nationwide to 78 Kindergarten and pre-Kindergarten teachers from schools with demographics that were representative of those presented in phase one. Manual and electronic coding of the data revealed the following readiness themes: academics, social-emotional skills, developmental skills, and current practice. A discrepancy emerged between teachers' viewed importance of social-emotional and developmental skills and current practice which placed an imbalanced focus on academics. Teachers argue that this disparity is the result of increasing demands to meet Common Core standards combined with assessments that exclusively measure academics. This sole emphasis on academics diminishes the importance of educating the whole child which teachers believe to be a vital part of a developmentally appropriate early childhood education. In addition, teachers' views on literacy skills, social-emotional skills, and developmental skills required for Kindergarten varied slightly between demographic subgroups. Unified expectations, legislative support of a developmentally appropriate Kindergarten curriculum, and assessments that encompasses a comprehensive view of readiness can ensure all students are adequately prepared for school success.

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

Mode of access: World Wide Web

ISBN: 9780355956788Subjects--Topical Terms:

557157
Early childhood education.
Subjects--Index Terms:

AssessmentIndex Terms--Genre/Form:

554714
Electronic books.

Teacher Expectations of Kindergarten Readiness : = Implications for Literacy, Social-Emotional Learning, and Developmentally Appropriate Practice.
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520 $a In order to meet the rising academic demands of Kindergarten, young children must possess the pre-requisite skills required for learning. These skills not only include academics, but also social-emotional and developmental skills which are essential for school success. This qualitative study was designed to explore teachers' beliefs about school readiness. These beliefs are comprised of teacher expectations for entering students and current practices in Kindergarten. A grounded research theory was applied and theoretical sampling was used. Group interviews and surveys were utilized to examine teachers' beliefs and compare expectations among schools with varying demographics. First, six teachers from a local school district were selected based on the demographic composition of the schools in which they taught: a majority of white students, a majority of African American students, and a majority of Hispanic students. A second phase of data collection included online surveys distributed nationwide to 78 Kindergarten and pre-Kindergarten teachers from schools with demographics that were representative of those presented in phase one. Manual and electronic coding of the data revealed the following readiness themes: academics, social-emotional skills, developmental skills, and current practice. A discrepancy emerged between teachers' viewed importance of social-emotional and developmental skills and current practice which placed an imbalanced focus on academics. Teachers argue that this disparity is the result of increasing demands to meet Common Core standards combined with assessments that exclusively measure academics. This sole emphasis on academics diminishes the importance of educating the whole child which teachers believe to be a vital part of a developmentally appropriate early childhood education. In addition, teachers' views on literacy skills, social-emotional skills, and developmental skills required for Kindergarten varied slightly between demographic subgroups. Unified expectations, legislative support of a developmentally appropriate Kindergarten curriculum, and assessments that encompasses a comprehensive view of readiness can ensure all students are adequately prepared for school success.
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