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Full-Text Articles in Education
A Descriptive Study Of Programmatic And Curricular Components Of Regular And Developmental Kindergartens, Stephen A. Anderson
The purpose of this study was to assess and describe programmatic and curricular differences between developmental and regular kindergartens. The research questions were to find how regular and developmental teachers describe their program and to determine from these descriptions any differences or similarities. A descriptive research design was used. A survey was developed from a search of literature, review by a panel of experts, and a pilot study.
The population for the study was all kindergarten teachers and the sample was all kindergarten teachers in a metropolitan Detroit county. Surveys were returned by 82% of the sample which met a ...
Preservice Elementary Education Students’ Beliefs Regarding The Teaching And Learning Of Mathematics, Elsa L. Geskus
This dissertation analyzes the entering and exiting beliefs of preservice elementary education students in three domains. The domains are: (1) the nature of teaching mathematics, (2) the nature of learning mathematics, and (3) the nature of the underlying source of their success or failure in mathematics. The data collection for this study was comprised of two questionnaires. The first questionnaire with 72 items used a five point Iikert scale. The second questionnaire took 10 of the Iikert items and formatted them as an open-ended response questionnaire. Students were to respond favorably or negatively to the statements and provide support for ...
Urban Teachers’ Views And Ranking Of Five Home And School Variables With Respect To Effective Teaching Of Disadvantaged Students, Loraine Constance Enniss
There is a range of information on effective teaching of disadvantaged students, with educators supporting either the home or school, as the variable with the greatest impact. What are the opinions of classroom teachers on this topic?
In this exploratory study, Group 1 teachers included all those who ranked the impact (on their ability to effectively teach disadvantaged students), of the home variables: parental involvement, dialects of English, socioeconomic status as 3, 4. and 5 and the school variables: teaching methodology and teacher expectations, as 1 and 2. All others were in Group 0. Scores of these two groups of ...