Instructional Approaches in Kindergarten: What Works for Whom?

Autor/inn/en	Chiatovich, Tara; Stipek, Deborah
Titel	Instructional Approaches in Kindergarten: What Works for Whom?
Quelle	In: Elementary School Journal, 117 (2016) 1, S.1-29 (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-5984
DOI	10.1086/687751
Schlagwörter	Mathematics Skills; Kindergarten; Children; Longitudinal Studies; Surveys; Preschool Teachers; Teaching Methods; Ethnicity; Socioeconomic Status; Scores; Factor Analysis; Literacy Education; Mathematics Instruction; Predictor Variables; Hierarchical Linear Modeling; Early Childhood Longitudinal Survey + Suchen Sie Ihr Suchwort? Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Child; Kind; Kinder; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Survey; Umfrage; Befragung; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Teaching method; Lehrmethode; Unterrichtsmethode; Ethnizität; Socio-economic status; Sozioökonomischer Status; Faktorenanalyse; Mathematics lessons; Mathematikunterricht; Prädiktor
Abstract	This study used ECLS-K 1998-1999 data to evaluate whether specific kindergarten teaching practices predicted school-year learning gains differently, depending on children's ethnicity, SES, and fall test scores. Exploratory factor analyses guided the creation of four literacy and five math instruction composites from teachers' reports of their teaching practices. The composites differentiated teaching activities that were child-centered versus skills-based and those that targeted basic versus advanced skills. Additionally, they served as predictors of year-end skill level in three-level hierarchical linear models. Literacy instruction composites showed no differential benefits. More frequent exposure to Applied Math (e.g., use math for word problems, use measuring instruments) was associated with higher average spring math scores among children who entered kindergarten with relatively high math skills but not among children who entered kindergarten with relatively low math skills. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01