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2010

Theses/Dissertations

All Graduate Theses and Dissertations

Kindergarten

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Full-Text Articles in Education

Utah Kindergarten Teachers' Challenges And Concerns About Teaching Kindergarten, Ruth Jane Liebschutz Moore Dec 2010

Utah Kindergarten Teachers' Challenges And Concerns About Teaching Kindergarten, Ruth Jane Liebschutz Moore

All Graduate Theses and Dissertations

This qualitative study was an exploration of 55 Utah kindergarten teachers' perceptions of challenges in teaching. It investigated written concerns teachers expressed in a statewide survey of kindergarten teachers. Study findings indicated that two main issues were communicated by teachers: a disparity between their developmentally appropriate beliefs and practices in the classroom, and concerns about children's kindergarten readiness and transition to school. About 56% of teachers felt a struggle in implementing their developmentally appropriate beliefs about education, for a variety of reasons: large class sizes, district and state mandates, and lack of resources, particularly time. Furthermore, 53% of educators ...


Kindergarten Teachers' Developmentally Appropriate Beliefs And Practices And Their Perceptions Of Children's Kindergarten Readiness: Comparing The Beginning And The End Of The School Year, Rachelle Ernest Wright May 2010

Kindergarten Teachers' Developmentally Appropriate Beliefs And Practices And Their Perceptions Of Children's Kindergarten Readiness: Comparing The Beginning And The End Of The School Year, Rachelle Ernest Wright

All Graduate Theses and Dissertations

This study examined 180 matched pretest/posttest surveys of kindergarten teachers' perceptions of the transition children experienced upon kindergarten entry. Investigations of changes in the percentages of children perceived as not being ready for kindergarten and percentages of children who were rated as having had a very successful, moderately successful, or difficult transition from the pretest to the posttest were conducted. Additionally, changes in teachers' developmentally appropriate beliefs and practices from the beginning of the school year (pretest) to the end of the school year (posttest) were explored. Further analyses were conducted to find differences and associations between teacher and ...