Literaturnachweis - Detailanzeige
Autor/inn/en | Vitiello, Virginia E.; Pianta, Robert C.; Whittaker, Jessica E.; Ruzek, Erik A. |
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Titel | Alignment and Misalignment of Classroom Experiences from Pre-K to Kindergarten |
Quelle | 52 (2020), S.44-56 (13 Seiten)Infoseite zur Zeitschrift
PDF als Volltext (1); PDF als Volltext (2) |
Zusatzinformation | Weitere Informationen |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0885-2006 |
Schlagwörter | Alignment (Education); Early Experience; Student Experience; Preschool Children; Preschool Education; Kindergarten; Student Promotion; Classroom Environment; Teacher Student Relationship; Academic Achievement; Social Development; Classroom Assessment Scoring System Frühbeginn; Studienerfahrung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Support of studies; Studienförderung; Klassenklima; Unterrichtsklima; Teacher student relationships; Lehrer-Schüler-Beziehung; Schulleistung; Soziale Entwicklung |
Abstract | Areas of misalignment between children's experiences in preschool and kindergarten are increasingly viewed as contributing to the fade-out of preschool effects. The current study examined alignment and misalignment of classroom experiences across the transition from public pre-k into kindergarten. As part of a longitudinal cohort study, we examined structural features, process features, and teacher beliefs and practices in 295 public kindergarten classrooms and 117 public pre-K classrooms that feed into them. Analyses revealed a number of differences indicative of potential misalignment, including fewer ethnically and linguistically diverse teachers, more time in teacher-structured activities, and less effective teacher-child interactions in kindergarten. Potential alignment was indicated in some areas, such as more time in kindergarten spent on academics; progression toward more advanced literacy and math content from pre-k to kindergarten; and teachers across both grades reported similarly child-centered ideas about children. Exploratory results by pre-K auspice comparing school-based and center-based pre-K raised further questions about what the meaningful components of alignment are. The field lacks a robust empirical base for defining "good" alignment, thus these descriptive results are discussed in terms of implications for future, predictive research. (As Provided). |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |