國立虎尾科技大學 |

Student Transition into Kindergarten : = A Case Study of the Reggio Emilia Approach.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Student Transition into Kindergarten :/
Reminder of title:	A Case Study of the Reggio Emilia Approach.
Author:	Stephens, Joan Oliver.
Description:	1 online resource (178 pages)
Notes:	Source: Dissertation Abstracts International, Volume: 79-10(E), Section: A.
Contained By:	Dissertation Abstracts International79-10A(E).
Subject:	Educational leadership. -
Online resource:	click for full text (PQDT)
ISBN:	9780355988017

Student Transition into Kindergarten : = A Case Study of the Reggio Emilia Approach.
Stephens, Joan Oliver.

Student Transition into Kindergarten :A Case Study of the Reggio Emilia Approach. - 1 online resource (178 pages)

Source: Dissertation Abstracts International, Volume: 79-10(E), Section: A.

Thesis (Ed.D.)--Liberty University, 2018.

Includes bibliographical references

The purpose of this intrinsic case study was to arrive at a better understanding of what teachers contribute to the unique issues of student transition from a Reggio Emilia approach preschool into kindergarten. Transition was defined as ". . . reciprocal organization activities and cooperation (vertical connection), one of the aims of which was to connect with families (horizontal connection)" (Ahtola et al., 2016, p. 169). The central question of the research is; what do Reggio Emilia approach schoolteachers contribute to transition? Vygotsky's (1978) social constructivist theory involved the "actual relations between individuals" (p. 57), and social constructivist theory, along with the zone of proximal development (ZPD) and the more knowledgeable other (MKO) guided this study. The concepts with Vygotsky's theory empower students in the course of transition into kindergarten. This study explored the behavior of 15 participating preschool teachers at a Reggio Emilia approach school in the Midwest. Data collection in the field was individual interviews, observations, and journal entries, and analysis was primarily through direct interpretation and secondarily with the individual instance. Fifteen Midwestern Reggio Emilia approach teachers were interviewed and observed culminating in analysis and conclusions from the research that identified teachers' behaviors that contributed to successful transition into kindergarten. The study data was coded and categorized that resulted in establishing themes of the Reggio Emilia phenomenon. Study findings were reviewed and results revealed in association with the literature and relevant theories and implications.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780355988017Subjects--Topical Terms:

585508
Educational leadership.
Index Terms--Genre/Form:

554714
Electronic books.

Student Transition into Kindergarten : = A Case Study of the Reggio Emilia Approach.
LDR:02913ntm a2200337Ki 4500 001 919686
005 20181129120432.5
006 m o u
007 cr mn||||a|a||
008 190606s2018 xx obm 000 0 eng d
020 $a 9780355988017
035 $a (MiAaPQ)AAI10793675
035 $a (MiAaPQ)liberty:12171
035 $a AAI10793675
040 $a MiAaPQ $b eng $c MiAaPQ $d NTU
100 1 $a Stephens, Joan Oliver. $3 1194312
245 1 0 $a Student Transition into Kindergarten : $b A Case Study of the Reggio Emilia Approach.
264 0 $c 2018
300 $a 1 online resource (178 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: Dissertation Abstracts International, Volume: 79-10(E), Section: A.
500 $a Adviser: James A. Swezey.
502 $a Thesis (Ed.D.)--Liberty University, 2018.
504 $a Includes bibliographical references
520 $a The purpose of this intrinsic case study was to arrive at a better understanding of what teachers contribute to the unique issues of student transition from a Reggio Emilia approach preschool into kindergarten. Transition was defined as ". . . reciprocal organization activities and cooperation (vertical connection), one of the aims of which was to connect with families (horizontal connection)" (Ahtola et al., 2016, p. 169). The central question of the research is; what do Reggio Emilia approach schoolteachers contribute to transition? Vygotsky's (1978) social constructivist theory involved the "actual relations between individuals" (p. 57), and social constructivist theory, along with the zone of proximal development (ZPD) and the more knowledgeable other (MKO) guided this study. The concepts with Vygotsky's theory empower students in the course of transition into kindergarten. This study explored the behavior of 15 participating preschool teachers at a Reggio Emilia approach school in the Midwest. Data collection in the field was individual interviews, observations, and journal entries, and analysis was primarily through direct interpretation and secondarily with the individual instance. Fifteen Midwestern Reggio Emilia approach teachers were interviewed and observed culminating in analysis and conclusions from the research that identified teachers' behaviors that contributed to successful transition into kindergarten. The study data was coded and categorized that resulted in establishing themes of the Reggio Emilia phenomenon. Study findings were reviewed and results revealed in association with the literature and relevant theories and implications.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2018
538 $a Mode of access: World Wide Web
650 4 $a Educational leadership. $3 585508
650 4 $a Early childhood education. $3 557157
655 7 $a Electronic books. $2 local $3 554714
690 $a 0449
690 $a 0518
710 2 $a ProQuest Information and Learning Co. $3 1178819
710 2 $a Liberty University. $b School of Education. $3 1181376
773 0 $t Dissertation Abstracts International $g 79-10A(E).
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10793675 $z click for full text (PQDT)