The Perceptions Head Start Teachers Have of Instructional Behaviors for School Readiness: A Phenomenological Study

Autor/in	Jackson, Elinor N.
Titel	The Perceptions Head Start Teachers Have of Instructional Behaviors for School Readiness: A Phenomenological Study
Quelle	(2011), (198 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, University of Phoenix
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-2678-6578-6
Schlagwörter	Hochschulschrift; Dissertation; Preschool Education; Phenomenology; Language Usage; Parent Participation; Disadvantaged Youth; Curriculum Design; Emotional Development; Teaching Methods; Teacher Attitudes; Preschool Teachers; Kindergarten; Excellence in Education; School Readiness + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Pre-school education; Vorschulerziehung; Phenomenological psychology; Phänomenologie; Psychologie; Sprachgebrauch; Elternmitwirkung; Benachteiligter Jugendlicher; Lehrplangestaltung; Gefühlsbildung; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrerverhalten; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschule; Lernerfolg; Readiness for school; School ability; Schulreife
Abstract	The school readiness of Head Start students has become a major concern in the United States. The purpose of this qualitative phenomenological study was to explore Head Start teachers' lived experiences and perceptions of the instructional behaviors necessary for preparing students for kindergarten. The study sample consisted of a purposive sampling of 50 research participants from various Head Start centers. The study used Moustakas's (1994) modified van Kaam phenomenological method to capture the lived experiences of Head Start teachers preparing students for kindergarten. Seven thematic categories emerged from the data: (a) design of the curriculum, (b) inclusion and acceptance, (c) parental involvement, (d) emotional development, (e) language development, (f) self-expression, and (g) promotion of language use. This study has provided insights regarding the instructional practices of Head Start teachers that could improve the level of preparedness of prospective kindergarten students and create a culture of excellence. The research findings of this study indicate that the Head Start teachers believed it was necessary to build a strong curriculum for school readiness and support the overall development of each child. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10