"We Gonna Get on the Same Page:" School Readiness Perspectives from Preschool Teachers, Kindergarten Teachers, and Low-Income, African American Mothers of Preschoolers

Autor/inn/en	Jarrett, Robin L.; Coba-Rodriguez, Sarai
Titel	"We Gonna Get on the Same Page:" School Readiness Perspectives from Preschool Teachers, Kindergarten Teachers, and Low-Income, African American Mothers of Preschoolers
Quelle	In: Journal of Negro Education, 88 (2019) 1, S.17-31 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-2984
Schlagwörter	School Readiness; Low Income Students; African American Students; Preschool Teachers; Kindergarten; Preschool Education; Teacher Attitudes; Mothers; Parent Attitudes; Urban Schools; Early Intervention; Charter Schools; Neighborhood Schools; Social Development; Emotional Development; Academic Ability; Montessori Method; Institutional Characteristics; Curriculum; Teaching Experience; Racial Differences; Illinois (Chicago) + Suchen Sie Ihr Suchwort? Readiness for school; School ability; Schulreife; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Lehrerverhalten; Mother; Mutter; Elternverhalten; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Charter school; Charter-Schule; Soziale Entwicklung; Gefühlsbildung; Montessori pedagogics; Montessori-Pädagogik; Curricula; Lehrplan; Rahmenplan; Rassenunterschied
Abstract	Policymakers have refocused attention on the school readiness of low-income, African American children. Yet, preschools, elementary schools, and families often differ in their beliefs about salient abilities. The degree of alignment among teachers and parents influences how successfully children make the transition to kindergarten. Focusing on one inner-city neighborhood and using qualitative interviews, the authors examine preschool teachers', kindergarten teachers', and low-income African American mothers' school readiness beliefs. African American teachers from Head Start and charter and neighborhood schools emphasized academic and socio-emotional skills. Their views were consonant with mothers of preschoolers. Montessori teachers differed from mothers in their emphasis on socio-emotional skills. Teachers' beliefs were related to school type, curricula, and teacher tenure and race. Mothers' beliefs reflected racial background. These findings contribute to research on home-school collaborations and offer recommendations for promoting home-school alignments. (As Provided).
Anmerkungen	Howard University School of Education. 2900 Van Ness Street NW, Washington, DC 20008. Tel: 202-806-8120; Fax: 202-806-8434; e-mail: journalnegroed@gmail.com; Web site: http://www.journalnegroed.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01