Literaturnachweis - Detailanzeige
Autor/inn/en | Daley, Tamara C.; Munk, Tom; Carlson, Elaine |
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Titel | A National Study of Kindergarten Transition Practices for Children with Disabilities |
Quelle | In: Early Childhood Research Quarterly, 26 (2011) 4, S.409-419 (11 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0885-2006 |
DOI | 10.1016/j.ecresq.2010.11.001 |
Schlagwörter | Poverty; Disabilities; Kindergarten; Transitional Programs; Surveys; Preschool Teachers; Family Influence; School Districts; Educational Environment; Predictor Variables; Student Needs; Teacher Role; Family Involvement; Rural Schools; Suburban Schools; Educational Policy; School Readiness Armut; Handicap; Behinderung; Survey; Umfrage; Befragung; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; School district; Schulbezirk; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Prädiktor; Lehrerrolle; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Suburban area; Outskirts; Suburb; Vorort; Vorstadt; Politics of education; Bildungspolitik; Readiness for school; School ability; Schulreife |
Abstract | This study used data drawn from a large, national sample to describe transition practices provided to 1989 children with disabilities as they entered their kindergarten year, obtained through a survey administered to kindergarten teachers. Using path modeling, we examined the child and family, school, and district factors that predict which children and families receive high- and low-intensity transition support as they enter kindergarten and, in particular, what types of high-intensity practices they receive. The type of support kindergarten teachers provided was generally comparable to or higher than previously reported data, with low-intensity transition supports more commonly used than high-intensity supports. In a path model that included a range of child and family, classroom, and district factors, four variables emerged as predictors of transition support. Children from larger districts and higher poverty districts who were entering kindergarten from a different setting were less likely to receive support during the transition period. Rural districts differed little overall from suburban districts because they are, on average, higher poverty, but smaller in size. Urban districts demonstrated efforts that counterbalanced the barriers of size and poverty. We include policy implications based on these findings. (Contains 2 tables and 2 figures.) (As Provided). |
Anmerkungen | Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail: usjcs@elsevier.com; Web site: http://www.elsevier.com |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2017/4/10 |