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Full-Text Articles in Education
What Effect Does Full Day Kindergarten Have On Student Achievement In Literacy?, Philip Lee Munkvold
What Effect Does Full Day Kindergarten Have On Student Achievement In Literacy?, Philip Lee Munkvold
School of Education and Leadership Student Capstone Theses and Dissertations
Kindergarten has undergone continuous change since its inception in 1837. Minnesota’s kindergarten program experienced a substantial transformation during the 2014-2015 academic year by offering full-day kindergarten at no cost. Students attending full-day kindergarten will receive twice the amount of instruction as years past, prompting a study on what effect this may have on student achievement. This capstone uses a combination of surveys, assessments, and interviews with to help answer the research question, What effect does full day kindergarten have on student achievement in literacy? Research concludes that full-day kindergarten has a positive impact on student achievement in literacy in kindergarten, …
Straight Outta K-1: An Authoethnographic Analysis Of A Black Male Teacher's Experience Employing Hip Hop In A Kindergarten-First Grade Classroom, Anthony Broughton
Straight Outta K-1: An Authoethnographic Analysis Of A Black Male Teacher's Experience Employing Hip Hop In A Kindergarten-First Grade Classroom, Anthony Broughton
Theses and Dissertations
This study analyzed the learning outcomes of a Black male kindergarten-first grade teacher’s usage of Hip Hop as an instructional approach using autoethnography as a method. The primary research question that guided this work was, “What can I learn from an examination of the experiences of Black male kindergarten/first grade teacher and students from a retroactive examination of the use of Hip Hop Pedagogy in a kindergarten/first grade classroom of African American children? Data sources for this study included of artifacts (electronic classroom portfolios, videos of classroom instruction, archived teaching evaluations, parents’ e-mails, student assessments, correspondence from administrators, lesson plans …
A Phenomenological Study Of Teachers' Perceptions Of Kindergarten Retention: Are Standards To Be Blamed?, Ginger Delaigle
A Phenomenological Study Of Teachers' Perceptions Of Kindergarten Retention: Are Standards To Be Blamed?, Ginger Delaigle
Electronic Theses and Dissertations
Currently there are a number of Kindergarten students who are being retained for not mastering Common Core State Standards. One of the methods that teachers can use to support Kindergarten students in achieving these standards are Developmentally Appropriate Practices. The exploration of the perceptions of teachers who have experienced the phenomenon of retaining Kindergarten students served as the goal for this qualitative, phenomenological study. The results provided data for examination of the perceptions the teachers had with retaining Kindergarten students and their perceptions of the developmental appropriateness of the Common Core State Standards. Four Kindergarten teachers participated in three interviews …
Preservice Teachers' Beliefs About Play In Kindergarten, Michelle Taylor Clevenger
Preservice Teachers' Beliefs About Play In Kindergarten, Michelle Taylor Clevenger
Theses and Dissertations
The purpose of this research was to gain insight into preservice teachers’ beliefs about play in kindergarten, and explore differences in beliefs about play between teachers just beginning their education program and those who are completing their degree. The study examined the beliefs of two groups of preservice teachers: one at the beginning of their early childhood education program (beginning students) and one at the end (teacher candidates). This study used a mixed methods approach including a survey with both Likert scale and open-ended questions as well as individual interviews. Data were collected at the beginning of the fall semester …