Language and Literacy in a Head Start Preschool: Understanding Practice to Inform Theory and Improve Outcomes

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Autor/in	Ramey, M. Deanna
Titel	Language and Literacy in a Head Start Preschool: Understanding Practice to Inform Theory and Improve Outcomes
Quelle	(2018), (259 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Clemson University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-4384-3903-0
Schlagwörter	Hochschulschrift; Dissertation; Language Acquisition; Preschool Education; Disadvantaged Youth; Low Income; Outcomes of Education; Interpersonal Competence; Educational Change; Cognitive Development; Child Development; Case Studies; Mathematics Skills; Literacy Education; Teaching Methods; Emergent Literacy; Decision Making; Teacher Attitudes; Educational Quality; School Readiness; Pedagogical Content Knowledge; Knowledge Base for Teaching; Preschool Teachers; Educational Practices + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Sprachaneignung; Spracherwerb; Pre-school education; Vorschulerziehung; Benachteiligter Jugendlicher; Niedriglohn; Lernleistung; Schulerfolg; Interpersonale Kompetenz; Bildungsreform; Kognitive Entwicklung; Kindesentwicklung; Case study; Fallstudie; Case Study; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Teaching method; Lehrmethode; Unterrichtsmethode; Frühleseunterricht; Decision-making; Entscheidungsfindung; Lehrerverhalten; Quality of education; Bildungsqualität; Readiness for school; School ability; Schulreife; Pädagogische Kompetenz; Teaching theory; Theory of teaching; Unterrichtstheorie; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschule; Bildungspraxis
Abstract	Head Start is a federally funded program providing comprehensive social and early education services to children from low-income households and their families. Seeking to boost outcomes of Head Start students, in 1998 Congress amended Head Start's statement of purpose, specifying school readiness as the program's top priority. This mission change necessitated that Head Start, long-focused on promoting social competence, shift attention to a new concern--supporting children's development in cognitive domains such as math and literacy. Data suggest that though some progress has been made, Head Start preschoolers still lag behind their peer group in assessments of early math, language, and literacy. The reasons why this problem persists are complex and may be better addressed at the local level. This investigation--a case study of the four preschool classrooms comprising a Head Start center in the Southeastern United States--examines how teachers address early language and literacy in their practice; the extent to which literacy teaching and learning in Head Start classrooms supports emergent literacy; and the factors influencing practice decisions related to early language and literacy. Analysis of data, including teacher interviews, classroom observations, artifacts, photographs, and program quality evaluation reports, provide a rich and nuanced account of Head Start teachers' language and literacy dispositions and practices. The study reveals the teachers support promoting language and literacy but have mixed understanding of Head Start's mandate to promote school readiness, and lack clarity regarding readiness goals for their center. The teachers attend to the domains of language development and literacy because they feel compelled to prepare their students for the increasing demands they perceive are being made of kindergartners, rather than in response to Head Start's mandated purpose. As in previous studies, promoting phonological awareness was virtually absent from practice. The data suggests that teachers lack comprehensive knowledge of language and literacy elements comprising the domains. Further, though curriculum fidelity was outside the scope of the investigation, the evidence strongly suggests the teachers have significant gaps in their knowledge of HighScope, the curriculum used at the center. [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