Literaturnachweis - Detailanzeige
Autor/inn/en | Sylvester, Ruth; Kragler, Sherry |
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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 |
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 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). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2017/4/10 |