Evaluation of Head Start Curricula for Standards-Based Writing Instruction

Autor/inn/en	Gerde, Hope K.; Skibbe, Lori E.; Wright, Tanya S.; Douglas, Sarah N.
Titel	Evaluation of Head Start Curricula for Standards-Based Writing Instruction
Quelle	In: Early Childhood Education Journal, 47 (2019) 1, S.97-105 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Gerde, Hope K.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1082-3301
DOI	10.1007/s10643-018-0906-x
Schlagwörter	Federal Programs; Preschool Children; Preschool Curriculum; Curriculum Evaluation; Writing Instruction; Individualized Instruction; Curriculum Development; Educational Objectives; Orthographic Symbols; Writing (Composition) + Suchen Sie Ihr Suchwort? Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Curriculum; Evaluation; Curriculumevaluation; Lehrplan; Rahmenplan; Evaluierung; Schreibunterricht; Individualisierender Unterricht; Development; Curriculumentwicklung; Entwicklung; Educational objective; Bildungsziel; Erziehungsziel; Schreibübung
Abstract	Writing is a core school readiness skill, yet preschools typically provide children with limited writing opportunities. To consider how curricular materials guide writing instruction, the five most common Head Start curricula were systematically examined in accordance with the Head Start Early Learning Outcomes Framework. Curricula were coded considering the writing objectives they targeted, the teaching strategies proposed to promote early writing, the information provided on how to individualize instruction, and the tools provided to assess children's development in this area. Analyses indicated that although all curricula included objectives and guidance for writing these programs varied in their focus on orthography, mechanics, and composing. The primary focus was on materials, and guidance for supporting writing typically lacked sufficient specificity to implement the guidance in ways that promote children's writing development. Across curricula, there was scant information on how to differentiate writing instruction. The curricula themselves provided little in terms of assessment; two curricula did include a supplementary assessment program. Recommendations for enhanced supports for Head Start teachers are provided. (As Provided).
Anmerkungen	Springer. Available from: Springer Nature. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01