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Curricular expectations and practices affecting kindergarten students' experience and achievement.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Curricular expectations and practices affecting kindergarten students' experience and achievement./
Author:	Reinhardt, Lorena Matson.
Description:	1 online resource (225 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 58-04, Section: A.
Contained By:	Dissertations Abstracts International58-04A.
Subject:	Curricula. -
Online resource:	click for full text (PQDT)
ISBN:	9780591022063

Curricular expectations and practices affecting kindergarten students' experience and achievement.
Reinhardt, Lorena Matson.

Curricular expectations and practices affecting kindergarten students' experience and achievement. - 1 online resource (225 pages)

Source: Dissertations Abstracts International, Volume: 58-04, Section: A.

Thesis (Ed.D.)--University of Southern California, 1996.

Includes bibliographical references

Kindergarten education in the Department of Defense Dependents Schools was the subject for investigation of this study. Three globally recognized approaches to early childhood education were used. These were the subject matter model, societal model, and child-centered model. This investigation was considered essential to provide baseline data concerning the status of kindergarten education and to suggest a possible course of action to ensure further development of the kindergarten program in the Department of Defense Dependents Schools (DoDDS). A questionnaire using a frequency scale was designed to reflect the three kindergarten models. The questionnaire was distributed to 122 kindergarten teachers and 63 principals of kindergarten teachers in the Department of Defense Dependents Schools clustered in Germany within the European Region. Descriptive analysis was used to determine teachers' and principals' intentions for curricular practices and student outcomes. There was congruence on issues of educational outcomes between teachers and principals. Both teachers and principals expected students to achieve subject matter knowledge and skills, to acquire thinking skills and social skills, and to experience holistic development. Both teachers and principals expected students to experience eclectic programs emphasizing societal and child centered practices, and some subject matter practices. It was recommended that this study be shared with DoDDS teachers, principals, and parents. Staff development in early childhood education for kindergarten teachers and their principals was recommended. It was also recommended that the concept of the whole child be stressed in planning kindergarten programs, that a singular focus on academic achievement be discouraged, and that model classrooms be developed. Finally, it was recommended that Early Childhood Coordinators, Academies, and Task Forces be continued to support and direct the early childhood program in DoDDS.

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

Mode of access: World Wide Web

ISBN: 9780591022063Subjects--Topical Terms:

1465610
Curricula.
Index Terms--Genre/Form:

554714
Electronic books.

Curricular expectations and practices affecting kindergarten students' experience and achievement.
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100 1 $a Reinhardt, Lorena Matson. $3 1480111
245 1 0 $a Curricular expectations and practices affecting kindergarten students' experience and achievement.
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300 $a 1 online resource (225 pages)
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500 $a Source: Dissertations Abstracts International, Volume: 58-04, Section: A.
500 $a Publisher info.: Dissertation/Thesis.
500 $a Advisor: Lemlech, Johanna.
502 $a Thesis (Ed.D.)--University of Southern California, 1996.
504 $a Includes bibliographical references
520 $a Kindergarten education in the Department of Defense Dependents Schools was the subject for investigation of this study. Three globally recognized approaches to early childhood education were used. These were the subject matter model, societal model, and child-centered model. This investigation was considered essential to provide baseline data concerning the status of kindergarten education and to suggest a possible course of action to ensure further development of the kindergarten program in the Department of Defense Dependents Schools (DoDDS). A questionnaire using a frequency scale was designed to reflect the three kindergarten models. The questionnaire was distributed to 122 kindergarten teachers and 63 principals of kindergarten teachers in the Department of Defense Dependents Schools clustered in Germany within the European Region. Descriptive analysis was used to determine teachers' and principals' intentions for curricular practices and student outcomes. There was congruence on issues of educational outcomes between teachers and principals. Both teachers and principals expected students to achieve subject matter knowledge and skills, to acquire thinking skills and social skills, and to experience holistic development. Both teachers and principals expected students to experience eclectic programs emphasizing societal and child centered practices, and some subject matter practices. It was recommended that this study be shared with DoDDS teachers, principals, and parents. Staff development in early childhood education for kindergarten teachers and their principals was recommended. It was also recommended that the concept of the whole child be stressed in planning kindergarten programs, that a singular focus on academic achievement be discouraged, and that model classrooms be developed. Finally, it was recommended that Early Childhood Coordinators, Academies, and Task Forces be continued to support and direct the early childhood program in DoDDS.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2024
538 $a Mode of access: World Wide Web
650 4 $a Curricula. $3 1465610
650 4 $a Teaching. $3 555255
650 4 $a Early childhood education. $3 557157
655 7 $a Electronic books. $2 local $3 554714
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710 2 $a University of Southern California. $3 1182588
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