Kindergarten Teachers’ and Parents’ Perceptions of what Characteristics a Child Should Have to be Ready for Kindergarten
Average rating
Cast your vote
You can rate an item by clicking the amount of stars they wish to award to this item.
When enough users have cast their vote on this item, the average rating will also be shown.
Star rating
Your vote was cast
Thank you for your feedback
Thank you for your feedback
Author
Nachbar, Holly Jean R.Keyword
Teacher PerceptionParent Perception
Kindergarten Readiness
Readiness Characteristics
Ready Child
Readiness Definition
Date Published
1994-05-01
Metadata
Show full item recordAbstract
This study was conducted to investigate the perceptions of both kindergarten teachers and parents of kindergartners as to what characteristics are important for a child to have in order to be ready for kindergarten. Twenty-one teachers and thirty-two parents anonymously recorded their perceptions on questionnaires distributed by Rochester area elementary schools. The questionnaire also asked where these characteristics were thought to have been initially developed, and what one single characteristic they believed to be the most important. In addition, the parent questionnaire asked if the child had attended day care or preschool and for how long. Responses were separated and analyzed for similarities and differences and are listed in Table 1. Recordings of the most important characteristic appear in Table 2. The number and variety of responses from parents and teachers supports that there are just as many definitions of the ready child as there are children.Collections
Related items
Showing items related by title, author, creator and subject.
-
Perceptions of Parents, Preschool Teachers, and Kindergarten Teachers Regarding School ReadinessReding, Erin Marie; The College at Brockport (2004-05-01)The following project encompasses the term school readiness. School readiness is fully examined using definitions, research studies, and a survey compiled from one suburban school district. This study is similar to a study done by Welch and White (1999).The survey used was created from questions in their study. This study had similar results to that of Welch and White (1999). The project consists of four parts including an introduction, a literature review, of 25 related articles and studies, the methodology and data analysis of the survey used, and finally a discussion about school readiness and the results of the survey. The main result of this study found that the school community surveyed had similar results to other studies examined in this project. Results indicated that parents and preschool teachers placed a higher emphasis on academic skills than kindergarten teachers did. Kindergarten teachers placed a greater importance on social skills. The school community surveyed in this project was closely aligned in their beliefs about school readiness. Only four out of the fifteen questions asked had significant differences. Further examination of these questions found that there was a significant difference within the kindergarten teachers group themselves concerning the importance of academic skills. Kindergarten teachers teaching more than ten years placed less importance on academic skills than did kindergarten teachers with less than ten years experience.
-
Using the Interdisciplinary Approach to Education to Meet the Literacy Standards in the Common Core: and Ensuring Graduates are College and Career ReadyGiblin, Thomas R.; Mazzara, Erica A.; The College at Brockport (2014-01-01)The implementation of the new Common Core State Standard Initiative (CCSS) warrants changes to current curriculums. This paper establishes the interdisciplinary approach to education as an effective method of instruction for the delivery of the new standards. The CCSS define literacy and college and career readiness anchor standards that students must meet in order to be successful post-secondary. The new English language arts (ELA) literacy shifts include: literacy instruction, content area vocabulary, increase in non-fiction or information texts, increased text complexity, and 21st century skills are all successful skills to be taught using the interdisciplinary approach and team teaching. The paper establishes a definitive basis for students to have these skills in order to be considered college and career ready in accordance with the new Common Core state standards. This approach can includes collaboration, thematic units, cross-curricular projects, or integrated in order to meet the standards.
-
Evaluating the Readiness of Special Education Doctoral Students to Apply the Standards of Evidence-Based Practice to Single-Case ResearchMayton, Michael R.; Zhang, Jie; Carter, Stacy L.; Suppo, Jennifer L.; Seton Hill University; Texas Tech University; The College at Brockport; West Virginia University (2017-01-01)How well doctoral students in special education are prepared to evaluate research as evidence-based practice (EBP) is likely to impact their careers, as well as the teachers they will train. In developing a method for evaluating the readiness of small cohort groups of doctoral students to apply a research-based model of EBP, an instrument and procedure were refined in a pilot evaluation and implemented within a multiple baseline design across participants. Participants’ independent and instrument-guided performance in rating published research was compared to the ratings of two experts in single-case research design, yielding proportions of agreement across evaluation conditions. Results indicated group readiness to independently conduct the EBP evaluation and individual differences in readiness indicating the need for remediation.