Literaturnachweis - Detailanzeige
Autor/inn/en | Bassok, Daphna; Latham, Scott; Rorem, Anna |
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Titel | Is Kindergarten the New First Grade? |
Quelle | In: AERA Open, 2 (2016) 1, (31 Seiten)
PDF als Volltext |
Zusatzinformation | Weitere Informationen |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 2332-8584 |
Schlagwörter | Kindergarten; Public Schools; Educational History; Preschool Teachers; Teacher Attitudes; School Readiness; Teacher Expectations of Students; At Risk Students; Low Income Students; Minority Group Students; Curriculum; Instructional Materials; Teaching Methods; Institutional Characteristics; Teacher Characteristics; Evaluation Methods; Elementary School Teachers; Early Childhood Longitudinal Survey Public school; Öffentliche Schule; History of education; Bildungsgeschichte; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Lehrerverhalten; Readiness for school; School ability; Schulreife; Curricula; Lehrplan; Rahmenplan; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Teaching method; Lehrmethode; Unterrichtsmethode; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende |
Abstract | Recent accounts suggest that accountability pressures have trickled down into the early elementary grades and that kindergarten today is characterized by a heightened focus on academic skills and a reduction in opportunities for play. This paper compares public school kindergarten classrooms between 1998 and 2010 using two large, nationally representative data sets. We show substantial changes in each of the five dimensions considered: kindergarten teachers' beliefs about school readiness, time spent on academic and nonacademic content, classroom organization, pedagogical approach, and use of standardized assessments. Kindergarten teachers in the later period held far higher academic expectations for children both prior to kindergarten entry and during the kindergarten year. They devoted more time to advanced literacy and math content, teacher-directed instruction, and assessment and substantially less time to art, music, science, and child-selected activities. (As Provided). |
Anmerkungen | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |