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Full-Text Articles in Education
Perspectives On Motor Skills Necessary For Kindergarteners’ Formal School Readiness, Allyson M. Schildt
Perspectives On Motor Skills Necessary For Kindergarteners’ Formal School Readiness, Allyson M. Schildt
Walden Dissertations and Doctoral Studies
Researchers have noted that before children can learn academics, they must first have developed motor skills. Motor skills are foundational to learning and integrated into other domains of learning as a child develops. The problem addressed through this basic qualitative study is that some kindergarten students in the northeastern United States lack motor skills necessary for formal school readiness, and kindergarten teachers are challenged to support students’ development of motor skills necessary for formal school readiness. The purpose of this study was to explore kindergarten teacher perspectives on kindergarten students’ motor skills necessary for formal school readiness. Thelen’s dynamic systems …
Teachers’ And Education Leaders’ Perspectives On Using Technology To Develop Vocabulary Among Kindergarten English Learners, Nelsy J. Jackson
Teachers’ And Education Leaders’ Perspectives On Using Technology To Develop Vocabulary Among Kindergarten English Learners, Nelsy J. Jackson
Walden Dissertations and Doctoral Studies
AbstractResearch has shown that technology-mediated interventions in education can increase students’ understanding of academic vocabulary. However, it is not known how teachers provide opportunities for kindergarten English learners (ELs) to learn vocabulary using technology, and school leaders support teachers in this endeavor. The purpose of this basic qualitative study was to understand teachers' and school leaders’ perspectives on opportunities for kindergarten ELs to use technology to develop vocabulary in an urban school in the southwest United States. The theoretical framework for this study was based on Cummins’s theory of basic interpersonal communication skills and cognitive academic language proficiency. Using purposeful …
Arkansas Teachers’ Perspectives And Experiences Implementing Stem In Kindergarten Classrooms, Aranda House
Arkansas Teachers’ Perspectives And Experiences Implementing Stem In Kindergarten Classrooms, Aranda House
Walden Dissertations and Doctoral Studies
Kindergarten teachers in one large district in Arkansas are inconsistently implementing science, technology, engineering, and mathematics (STEM)-integrated lessons into their curriculum despite a systemic plan for increasing equitable access to high-quality STEM-focused education for all students by the state department of education. While researchers suggest that barriers for lower elementary teachers in implementing STEM include low STEM content and pedagogical efficacy, few studies explore how kindergarten teachers implement STEM lessons with their students. Hence, the purpose of this descriptive-interpretive study was to explore Arkansas teachers’ experiences with and perspectives on implementing STEM lessons in their kindergarten classrooms within the context …
Perceptions Of Preservice And Mentor Teachers Of Gaining Pedagogical Content Knowledge In Phonics And Phonemic Awareness, Penelope Maureen Montfort
Perceptions Of Preservice And Mentor Teachers Of Gaining Pedagogical Content Knowledge In Phonics And Phonemic Awareness, Penelope Maureen Montfort
Walden Dissertations and Doctoral Studies
Research has shown that, although phonics and phonemic awareness predict reading success, a majority of early learners still lack these skills. Research also showed that a majority of preservice teachers (PSTs) in early childhood education teacher (ECTE) may not have gained adequate pedagogical content knowledge (PCK) in phonics and phonemic awareness during their mentored practicums. This may have contributed to kindergarten students’ poor performance in phonics and phonemic awareness on the national literacy assessments between 2015 and 2018 in one education district in Guyana. These students are not prepared for reading success. Using a basic qualitative design, semistructured interviews were …
Perspectives On Motor Skills Necessary For Kindergarteners’ Formal School Readiness, Allyson M. Schildt
Perspectives On Motor Skills Necessary For Kindergarteners’ Formal School Readiness, Allyson M. Schildt
Walden Dissertations and Doctoral Studies
Researchers have noted that before children can learn academics, they must first have developed motor skills. Motor skills are foundational to learning and integrated into other domains of learning as a child develops. The problem addressed through this basic qualitative study is that some kindergarten students in the northeastern United States lack motor skills necessary for formal school readiness, and kindergarten teachers are challenged to support students’ development of motor skills necessary for formal school readiness. The purpose of this study was to explore kindergarten teacher perspectives on kindergarten students’ motor skills necessary for formal school readiness. Thelen’s dynamic systems …
Teachers’ And Education Leaders’ Perspectives On Using Technology To Develop Vocabulary Among Kindergarten English Learners, Nelsy J. Jackson
Teachers’ And Education Leaders’ Perspectives On Using Technology To Develop Vocabulary Among Kindergarten English Learners, Nelsy J. Jackson
Walden Dissertations and Doctoral Studies
AbstractResearch has shown that technology-mediated interventions in education can increase students’ understanding of academic vocabulary. However, it is not known how teachers provide opportunities for kindergarten English learners (ELs) to learn vocabulary using technology, and school leaders support teachers in this endeavor. The purpose of this basic qualitative study was to understand teachers' and school leaders’ perspectives on opportunities for kindergarten ELs to use technology to develop vocabulary in an urban school in the southwest United States. The theoretical framework for this study was based on Cummins’s theory of basic interpersonal communication skills and cognitive academic language proficiency. Using purposeful …
Perspectives Of Parents Of Black Head Start Graduates Regarding The Black-White Achievement Gap, Telisa Pitts
Perspectives Of Parents Of Black Head Start Graduates Regarding The Black-White Achievement Gap, Telisa Pitts
Walden Dissertations and Doctoral Studies
The problem of this study was the achievement gap that exists between Black and White children prior to kindergarten entrance. As children continue in school this gap grows substantially; therefore, it was important to understand perspectives of stakeholders regarding this gap. The purpose of this study was to explore perspectives of parents of Black Head Start graduates regarding the Black-White achievement gap, and how those perspectives shaped parents’ actions in promoting their children’s kindergarten readiness. The conceptual framework for this study was based on Bronfenbrenner’s ecological theory. The research questions focused on parents’ perspectives and how they believed those perspectives …
Prekindergarten Teachers’ Perspectives Regarding Kindergarten Readiness And Challenges To Readiness Achievement, Felicia Nicole Chapman Farr
Prekindergarten Teachers’ Perspectives Regarding Kindergarten Readiness And Challenges To Readiness Achievement, Felicia Nicole Chapman Farr
Walden Dissertations and Doctoral Studies
AbstractThe problem that was the focus of this study is that only half of the students entering kindergarten in the United States are considered kindergarten ready. This problem is important because children who are successful in kindergarten are more likely to continue to be successful in elementary school. The purpose of this basic qualitative study was to explore the perspectives of prekindergarten teachers regarding lack of kindergarten readiness in students who completed a district-approved prekindergarten program and the challenges the teachers believe affected the level of kindergarten readiness. The conceptual framework for this study was based on the need for …
Parents’ And Teachers’ Perceptions Of Collaborative Relationships To Support Kindergarten Students’ Academic Achievement In Jamaica, Kasia Janae Archer-Howell
Parents’ And Teachers’ Perceptions Of Collaborative Relationships To Support Kindergarten Students’ Academic Achievement In Jamaica, Kasia Janae Archer-Howell
Walden Dissertations and Doctoral Studies
Parental involvement is a long-standing challenge that has impeded educational progress for students in the Caribbean region. The purpose of this qualitative study was to explore the perceptions of parents and teachers about collaborative relationships that support kindergarten students' academic achievement in Jamaica. The parent and family intervention framework and the ecological systems theory served as the conceptual framework. Research questions addressed how teachers and parents think collaborative relationships can be established to support kindergarten students’ academic achievement in Jamaica and the perceptions parents and teachers have about benefits and barriers to collaborative relationships that support kindergarten students’ academic achievement …
How Prekindergarten And Kindergarten Teachers Supported Students' School Readiness Skill Development During The Covid-19 Pandemic, Eileen Manoukian
How Prekindergarten And Kindergarten Teachers Supported Students' School Readiness Skill Development During The Covid-19 Pandemic, Eileen Manoukian
Walden Dissertations and Doctoral Studies
Scholarly literature lacks studies on how prekindergarten and kindergarten (PK-K) teachers supported students’ school readiness skill development and successful transitions to formal schooling during the COVID-19 pandemic. Framed by school readiness theory and social development theory, this qualitative study explored perspectives of 16 PK-K teachers to answer two research questions about how teachers support students’ school readiness skill development foster students’ successful transitions to formal schooling during the COVID-19 pandemic in a metropolitan area in the southwest region of the United States. Data were collected through one on one, semistructured interviews, and analyzed by following an inductive process using Saldaña’s …
The Relationship Between At-Home Reading Literacy Activities And Reading Literacy Scores Of Beginning Kindergarteners, Shera Chantel Caviness
The Relationship Between At-Home Reading Literacy Activities And Reading Literacy Scores Of Beginning Kindergarteners, Shera Chantel Caviness
Walden Dissertations and Doctoral Studies
Approximately 33% of U.S. prekindergartners have trouble recognizing the English alphabet and their associated sounds. To compete and succeed globally today, children start early with English alphabet recognition and phonics instruction to develop fluent reading skills. The purpose of this study was to investigate the relationship between parental recollection of at-home reading literacy activities of prekindergartners and beginning kindergartenersâ reading literacy scores. Vygotskyâs theory of social interaction and Piagetâs theory of child development provided the theoretical basis for this study. The key research question focused on the relationship between parental recollection of at-home reading literacy activities of prekindergarteners and beginning …
Factors That Affect Language And Literacy Development In International School Contexts, Jessica Cardoza
Factors That Affect Language And Literacy Development In International School Contexts, Jessica Cardoza
Walden Dissertations and Doctoral Studies
Kindergarten students attending English-immersion, international school programs in Spanish-speaking countries may be at risk for learning difficulties. The purpose of this quantitative study was to determine the relationship and comparisons between factors of duration of program enrollment, home language spoken by parents and caregivers, and children’s gender (independent variables), and the English language proficiency (dependent variable) of dual language learners attending an international school where the instruction was primarily in English and the dominant language of the country was Spanish. Vygotsky’s sociocultural theory and Dworin’s theory of bidirectionality in bilingual language development formed the theoretical foundation for this study. Research …
Disadvantaged Preschool Children: Public Policy, Education Models, And Kindergarten Readiness, Virginia H. Byerson
Disadvantaged Preschool Children: Public Policy, Education Models, And Kindergarten Readiness, Virginia H. Byerson
Walden Dissertations and Doctoral Studies
There is a high rate of academic failure among disadvantaged preschool and post preschool students in some school districts in Virginia, yet little is understood about the relationship between education models and academic performance among economically disadvantaged students (EDS). The problem explored is the absence of classroom exercises in pre and post preschools that capitalize on cognitive development to improve executive function (EF) and self-regulation (SR) skills. The purpose of this study is to understand if a change in current classroom practices impacts academic performance among low-income students. Narrative policy serves as a theoretical guide in this qualitative case study …
The Role Of Parents In Literacy Development During Kindergarten, Jason Eugene Harris
The Role Of Parents In Literacy Development During Kindergarten, Jason Eugene Harris
Walden Dissertations and Doctoral Studies
Parental involvement contributes to the improvement of student achievement. Although children entered kindergarten with varying levels of literacy development, parents might perceive kindergarten literacy instruction as a panacea for any lacking skills, therefore lessening their involvement in their children's literacy development. Thus, there was a need to understand parents' perceptions of the importance of (a) their involvement in the education of their children, (b) their role in their children's literacy development during kindergarten, and (c) their role in their children's early literacy development as influencing their children's overall literacy development. Bronfenbrenner's bioecological model of human development served as a guide …
Fidelity Of Implementation Of An Urban Elementary Montessori Kindergarten Program, Damesia Denise Starling
Fidelity Of Implementation Of An Urban Elementary Montessori Kindergarten Program, Damesia Denise Starling
Walden Dissertations and Doctoral Studies
In a Texas school district, administrators did not monitor the fidelity of implementation (FOI) of the Montessori kindergarten program implemented in 2005, which left administrators without empirical data regarding program implementation. The purpose of this qualitative evaluative case study was to explore teachers' and administrators' perceptions and implementation of the Montessori program. Using the implementation of science framework, which involves examining FOI by monitoring interventions, implementation methods, enabling contexts, and intended outcomes, data were collected through interviews, nonparticipatory observations, and a review of archived Montessori documents. A convenience sample of 10 Montessori teachers, who met criteria of over 5 years …
Early Strategies Of Kindergarten Teachers And Administrators To Lessen The Literacy Gap, Kirstin A. Rossi
Early Strategies Of Kindergarten Teachers And Administrators To Lessen The Literacy Gap, Kirstin A. Rossi
Walden Dissertations and Doctoral Studies
Proficiency in literacy is paramount during a child's education. Lacking proficiency can have lasting effects. At both the state and local level, continuing gaps in student achievement in literacy have been documented. The purpose of this qualitative case study was to focus on kindergarten teachers and administrators' early literacy strategies, specifically current practices in early literacy skills and possible resources needed in early literacy to lessen the gap between White students and ethnic minority and students who qualify for free/reduced meals. The constructivist framework was the platform used to investigate teacher and administrator understanding of the 6 early literacy skills, …
Effect Of Public And Private Preschool Attendance On Kindergarten Literacy, Matthew Garofolo
Effect Of Public And Private Preschool Attendance On Kindergarten Literacy, Matthew Garofolo
Walden Dissertations and Doctoral Studies
Students who enter kindergarten lacking readiness skills often struggle to meet literacy benchmarks and to successfully complete school. The problem to be investigated by this study is the low literacy scores on the standardized Fountas and Pinnell Benchmark Assessment test at 2 public New Jersey elementary schools. While some students attended public or private preschools, others did not attend any preschool prior to starting kindergarten. The purpose of this quantitative study was to determine the difference in kindergarten literacy gain scores among students who attended public, private, and no preschool. Vygotsky's sociocultural theory and emergent literacy theory served as the …
Kindergarten Literacy Readiness Before And After Highscope Implementation, Chandra Kathleen Youngblood
Kindergarten Literacy Readiness Before And After Highscope Implementation, Chandra Kathleen Youngblood
Walden Dissertations and Doctoral Studies
Students who attended preschool in an urban Michigan district are not entering kindergarten with the necessary skills. The preschool implemented the HighScope curriculum and the effect of this curriculum on kindergarten readiness was unknown. The purpose of this causal-comparative study was to investigate the difference in kindergarten readiness scores of students who attended a preschool before and after the High Scope curriculum was implemented. The pedagogical practices of preschool and the HighScope curriculum align with Dewey and Vygotsky's theories on experiential learning which were the foundation that guided this causal comparative study. The research questions examined preschool letter identification and …
The Relationship Among Esol Services, Vocabulary, And Reading Comprehension In Primary Grades, Cassandra Marie Arcila-Knortz
The Relationship Among Esol Services, Vocabulary, And Reading Comprehension In Primary Grades, Cassandra Marie Arcila-Knortz
Walden Dissertations and Doctoral Studies
With the growing English for speakers of other languages (ESOL) population in the United States, English instruction is becoming vitally important in schools. Despite this growing need, many schools are eliminating ESOL support services that promote English learning, and some schools are eliminating ESOL support services in primary grades. The purpose of this quantitative study was to determine whether providing ESOL support in kindergarten improved students' reading level, vocabulary, and reading comprehension. Vygotsky's social learning theory and theory of proximal development provided the theoretical framework of the study. The research questions concerned differences in comprehension scores, vocabulary scores, and reading …