A Comparative Case Study of Kindergarten Transition Practices and the Impact on Children's Kindergarten Readiness

Autor/in	Hamilton, Robin
Titel	A Comparative Case Study of Kindergarten Transition Practices and the Impact on Children's Kindergarten Readiness
Quelle	(2013), (417 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, East Carolina University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3037-0850-3
Schlagwörter	Hochschulschrift; Dissertation; Kindergarten; School Readiness; Comparative Analysis; Case Studies; Phenomenology; Reading Achievement; Transitional Programs; Administrators; Preschool Teachers; Correlation; Barriers; North Carolina + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Readiness for school; School ability; Schulreife; Case study; Fallstudie; Case Study; Phenomenological psychology; Phänomenologie; Psychologie; Leseleistung; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Korrelation
Abstract	This comparative case study, with a phenomenological approach examined the effect of kindergarten transition practices on kindergarten reading achievement. Study participants were 4 administrators and 8 kindergarten teachers at 2 elementary schools in southeastern North Carolina. Findings included 61 transition practices and 4 barriers not previously reported in the literature. Data from multiple resources were triangulated and descriptive findings were compared to a Kindergarten Transition Program Logic Model that revealed the number and intensity of school based transition practices were associated with more positive reading achievement in kindergarten. This finding was contradicted by factors not controlled for in this study. The findings from the research support policies for the creation and implementation of written kindergarten transition plans that may help children on a trajectory for improved reading achievement and help districts meet high-stakes testing demands. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01