Teachers' Views of the Effectiveness of United Arab Emirates Kindergarten Curriculum, Instructional Strategies, and Assessment Procedures

Autor/inn/en	Momani, Ibrahim Al- A.; Ihmeideh, Fathi M.; Momani, Mohammad
Titel	Teachers' Views of the Effectiveness of United Arab Emirates Kindergarten Curriculum, Instructional Strategies, and Assessment Procedures
Quelle	In: Journal of Research in Childhood Education, 23 (2008) 2, S.239 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-8543
Schlagwörter	Educational Strategies; Arabs; Developmentally Appropriate Practices; Measures (Individuals); Kindergarten; English (Second Language); Child Development; Teaching Methods; Foreign Countries; Teacher Attitudes; Preschool Teachers; Curriculum; Questionnaires; Interviews; Observation; United Arab Emirates + Suchen Sie Ihr Suchwort? Lehrstrategie; Arab; Araber; Entwicklungsbezogene Bildung; Messdaten; English as second language; English; Second Language; Englisch als Zweitsprache; Kindesentwicklung; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Lehrerverhalten; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Curricula; Lehrplan; Rahmenplan; Fragebogen; Interviewing; Interviewtechnik; Beobachtung; Vereinigte Arabische Emirate
Abstract	The present study aimed at investigating kindergarten teachers' views of the curriculum, instruction, and assessment. Data were collected by an open-ended questionnaire, interviews, and observations. Forty-four kindergarten teachers in the United Arab Emirates responded to the questionnaire; six teachers were later interviewed. Results revealed that some teachers believe that the official curriculum is not developmentally appropriate, as it focuses more on academics rather than on child development in social, physical, emotional and intellectual aspects. Results also revealed that the vision of developmentally appropriate practices among these kindergarten teachers has not been well-acknowledged and that their instructional and assessment practices emphasize teaching academic skills, using a direct instructional approach. (Contains 2 tables.) (As Provided).
Anmerkungen	Association for Childhood Education International. 17904 Georgia Avenue Suite 215, Olney, MD 20832. Tel: 800-423-3563; Tel: 301-570-2111; Fax: 301-570-2212; e-mail: headquarters@acei.org; Web site: http://www.acei.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10