Education Commons^™

A Study Of Utah Teachers' Developmentally Appropriate Beliefs And Practices As Related To Perceptions Of Kindergarteners' Successful School Entry, Mary Mceuen Darnell

All Graduate Theses and Dissertations, Spring 1920 to Summer 2023

This study was an exploration of 450 Utah kindergarten teachers' perceptions of problems children face at the time of kindergarten entry, as well as an examination of the teachers' developmentally appropriate beliefs and practices. Consistent with previous research, teachers' beliefs were found to be more developmentally appropriate than their reported practices. This study also investigated the relationship between both teacher and classroom/school demographics and teachers' developmentally appropriate beliefs and practices. Further, the relationship between teachers' perceptions of children's transition to kindergarten and beliefs, practices, teacher demographics, and classroom/school demographics was studied.

Study findings indicated that teachers perceive 20% of kindergarten …

An Integrated Nutrition Unit For Half-Day Kindergarten, Erin Spencer

All Graduate Projects

The obesity rates among children in the United States have been rising rapidly over the past thirty years. Children are getting messages from the media to eat unhealthy foods. This epidemic is beginning to be addressed in schools. A nutrition curriculum was developed and implemented in a half day kindergarten program. Core academic subject were integrated using Washington State GLEs as a guide. Parent involvement was a component to strengthen student's understanding of cultural diversity as it pertained to food.

Head Start Parents' Perceptions Of Parental Involvement During Their Children's Transition To Kindergarten : A Phenomenological Study, Dawn Angela Barberis

Dissertations and Theses

Schools are recognizing the importance of parent involvement in children's education, but they often struggle to work with families living in poverty whose definition of parent partnership may differ from that of school staff (Lareau, 1987). Parents who live in poverty may feel inferior to school staff due to their lack of economic and educational resources. They may lack the expertise to be able to effectively communicate and work with school staff in making decisions that affect their children. With the increased expectations that schools place on families in supporting their children's education, this mismatch between the resources and experiences …