Item request has been placed!
×
Item request cannot be made.
×
![loading](/sites/all/modules/hf_eds/images/loading.gif)
Processing Request
Alignment and Misalignment of Classroom Experiences from Pre-K to Kindergarten
Item request has been placed!
×
Item request cannot be made.
×
![loading](/sites/all/modules/hf_eds/images/loading.gif)
Processing Request
- معلومة اضافية
- Peer Reviewed:
Y
- المصدر:
13
- Sponsoring Agency:
Institute of Education Sciences (ED)
- Contract Number:
R305N160021
- Education Level:
Early Childhood Education
Preschool Education
Elementary Education
Kindergarten
Primary Education
- الموضوع:
- الموضوع:
- الرقم المعرف:
10.1016/j.ecresq.2019.06.014
- ISSN:
0885-2006
- نبذة مختصرة :
Areas of misalignment between children's experiences in preschool and kindergarten are increasingly viewed as contributing to the fade-out of preschool effects. The current study examined alignment and misalignment of classroom experiences across the transition from public pre-k into kindergarten. As part of a longitudinal cohort study, we examined structural features, process features, and teacher beliefs and practices in 295 public kindergarten classrooms and 117 public pre-K classrooms that feed into them. Analyses revealed a number of differences indicative of potential misalignment, including fewer ethnically and linguistically diverse teachers, more time in teacher-structured activities, and less effective teacher-child interactions in kindergarten. Potential alignment was indicated in some areas, such as more time in kindergarten spent on academics; progression toward more advanced literacy and math content from pre-k to kindergarten; and teachers across both grades reported similarly child-centered ideas about children. Exploratory results by pre-K auspice comparing school-based and center-based pre-K raised further questions about what the meaningful components of alignment are. The field lacks a robust empirical base for defining "good" alignment, thus these descriptive results are discussed in terms of implications for future, predictive research.
- نبذة مختصرة :
As Provided
- IES Funded:
Yes
- الموضوع:
2023
- الرقم المعرف:
ED629395
No Comments.