A Case Study of Children's Literacy Development in a Voluntary Pre-Kindergarten Classroom

Autor/inn/en	Sylvester, Ruth; Kragler, Sherry
Titel	A Case Study of Children's Literacy Development in a Voluntary Pre-Kindergarten Classroom
Quelle	In: Journal of Research in Childhood Education, 26 (2012) 1, S.122-140 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-8543
DOI	10.1080/02568543.2011.632070
Schlagwörter	Program Effectiveness; Kindergarten; Literacy; Teaching Methods; Longitudinal Studies; Teacher Educators; Children; Data Analysis; Academic Achievement; Observation; Interviews; Research + Suchen Sie Ihr Suchwort? Alphabetisierung; Schreib- und Lesefähigkeit; Teaching method; Lehrmethode; Unterrichtsmethode; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Child; Kind; Kinder; Auswertung; Schulleistung; Beobachtung; Interviewing; Interviewtechnik; Forschung
Abstract	This article describes a year-long study, involving three teachers and 13 children (nine boys and four girls), that examined the impact of instructional practices on student achievement in a voluntary pre-kindergarten (VPK) class. A variety of data were collected: standardized measures, observations, and interviews. The qualitative data revealed several themes that were characteristic of the teachers, as well as the district mandates that affected the teacher, curriculum, and students. The quantitative analysis revealed the limited impact of the VPK program on the students' literacy development and achievement. (Contains 5 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10