Academics of the Early Primary Grades: Investigating the Alignment of Instructional Practices from Pre-K to Third Grade

Autor/inn/en	Justice, Laura M.; Jiang, Hui; Purtell, Kelly M.; Lin, Tzu-Jung; Ansari, Arya
Titel	Academics of the Early Primary Grades: Investigating the Alignment of Instructional Practices from Pre-K to Third Grade
Quelle	(2021), (20 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	ORCID (Ansari, Arya) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Primary Education; Teaching Methods; Curriculum; Educational Practices; Elementary School Students; Kindergarten; Grade 1; Grade 2; Grade 3; Preschool Children; Preschools; Educational Policy; Alignment (Education); Public Schools; Observation; Classroom Environment; Interpersonal Competence; Academic Achievement; Achievement Tests; Student Behavior; Classroom Assessment Scoring System; Woodcock Johnson Tests of Achievement + Suchen Sie Ihr Suchwort? Primarbereich; Teaching method; Lehrmethode; Unterrichtsmethode; Curricula; Lehrplan; Rahmenplan; Bildungspraxis; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; School year 03; 3. Schuljahr; Schuljahr 03; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Politics of education; Bildungspolitik; Public school; Öffentliche Schule; Beobachtung; Klassenklima; Unterrichtsklima; Interpersonale Kompetenz; Schulleistung; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Student behaviour; Schülerverhalten
Abstract	Research Findings: The present study examined the extent to which instructional practices, including curriculum, in pre-K through third grade are vertically aligned. Attention was directed to teachers' grouping practices, academic content, and pedagogical methods given their importance for students' learning. Variable- and person-centered analyses examined these practices for a sample of 1,095 students in 179 pre-K through third-grade classrooms. A comparison of practices indicated that pre-K practices were significantly mis-aligned from those used in kindergarten through third grade, whereas kindergarten practices were well aligned with practices used in the older grades. Examination of profiles of classroom practices showed there to be four profiles, one of which was considered as "academic-light group work," which was dominated by pre-K and kindergarten classrooms. Practice or policy: Overall, this study found that instructional practices in pre-K were starkly different from those in kindergarten through third grade, and that kindergarten appears to be highly academic for about two-thirds of classrooms. This work underscores the importance of practices and policies that promote alignment from pre-K into the primary grades and how it might be enhanced. [This is the online first version of an article published in "Early Education and Development."] (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01