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Download full textBurgess, Kathleen A.; Lundgren, Kristin A.; Lloyd, John Wills; Pianta, Robert C. – 2001
This study examines 240 preschool teachers' self-reported literacy beliefs and practices. Participants taught three- and four-year-olds in publicly funded preschools that are part of the Virginia Preschool Initiative program. Teachers completed a Preschool Literacy Practices Checklist that asked about their beliefs and practices regarding…
Descriptors: Beginning Reading, Language Arts, Literacy, Preschool Education
Peer reviewedEarly, Diane M.; Cox, Martha J.; Pianta, Robert C. – Early Education and Development, 1999
Describes demographic and structural features of kindergarten classrooms using data from the National Center for Early Development and Learning's Transition Practices Survey of kindergarten teachers. Explores teachers' education and experience, and their training on facilitating transitions to kindergarten. Also discusses teacher and student…
Descriptors: Classroom Environment, Early Childhood Education, Kindergarten, Kindergarten Children
Peer reviewedPianta, Robert C.; Kraft-Sayre, Marcia – Young Children, 1999
Analyzed parents' observations and perceptions of the transition process of their children into kindergarten. Found that even though most parents (two-thirds) reported satisfactory transitions, 47% of responses contained negative features, reflecting difficulties during transition. Parents found ongoing communication, agreed-upon performance…
Descriptors: Articulation (Education), Early Childhood Education, Early Experience, Kindergarten
Peer reviewedRimm-Kaufman, Sara E.; Pianta, Robert C.; Cox, Martha J. – Early Childhood Research Quarterly, 2000
This study surveyed 3,595 teachers to determine judgments of prevalence and types of problems children present upon entering kindergarten. Up to 46% reported that half their class or more had specific problems in any of several transition areas. Rates of perceived problems were related to school minority composition; district poverty level; and,…
Descriptors: Demography, Ethnicity, Kindergarten Children, Minority Group Children
Sayeski, Kristin L.; Burgess, Kathleen A.; Pianta, Robert C.; Lloyd, John Wills – 2001
This report examines the teacher-reported early literacy behaviors of 2,759 preschool children who participated in a state-supported, early intervention preschool program. Preschool teachers (N = 240) completed the Literacy Competence Checklist for all children in their classes. Teachers reported growth in childrens literacy behaviors from Fall to…
Descriptors: Early Intervention, Emergent Literacy, Expressive Language, High Risk Students
Peer reviewedPianta, Robert C.; Nimetz, Sheri L.; Bennett, Elizabeth – Early Childhood Research Quarterly, 1997
A study assessed the unique contribution of teacher-child and parent-child relationships to the prediction of early childhood school outcomes in a high-risk sample of 55 four-year olds. Results suggest that qualities of mother-child interaction are more strongly related to preschool and kindergarten adjustment outcomes than are the qualities of…
Descriptors: Cognitive Development, High Risk Students, Mothers, Outcomes of Education
