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Teachers' Perceptions of Kindergarten Readiness Indicators
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Boylan, Tronya E. – ProQuest LLC, 2017
The study of school readiness is multifaceted, encompassing an understanding of many developmental areas and skills. In the current educational culture of high-stakes testing, increased rigor, and high learning expectations, parents may be concerned about a child's readiness to begin kindergarten. With increased accountability, teachers may also…
Descriptors: Kindergarten, School Readiness, Preschool Teachers, Teacher Attitudes
Moderating Effects of Executive Functions and the Teacher-Child Relationship on the Development of Mathematics Ability in Kindergarten
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Clancy Blair; Rachel D. McKinnon – Grantee Submission, 2016
Academic preparedness, executive function abilities, and positive relationships with teachers have each been shown to be uniquely important for school readiness and success in the early elementary grades. Few studies, however, have examined the joint influence of these readiness variables on early school outcomes. Using data from a prospective…
Descriptors: Executive Function, Mathematics Skills, Mathematics Tests, Children
Blended and Online Learning in K-12 Traditional School Districts of Southwestern Pennsylvania
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Erica Lynn Kolat – ProQuest LLC, 2014
National surveys regarding blended and online programs continue to document an increased enrollment of K-12 students. However, the overall research base for this age group remains limited. Although some states collect and report data of fully online programs, information regarding blended and online programs in traditional school districts…
Descriptors: Blended Learning, Online Courses, Urban Schools, Rural Schools
Measuring Executive Function in Early Childhood: A Case for Formative Measurement
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Willoughby, Michael T.; Blair, Clancy B. – Grantee Submission, 2016
This study tested whether individual executive function (EF) tasks were better characterized as formative or reflective indicators of the latent construct of EF. EF data that were collected as part of the Family Life Project (FLP), a prospective longitudinal study of families who were recruited at the birth of a new child (N = 1,292), when…
Descriptors: Preschool Children, Kindergarten, Executive Function, Formative Evaluation
The Transition from Prekindergarten to Kindergarten for Children with and without Disabilities: Comparing Engagement and Value Ratings of Prekindergarten and Kindergarten Teachers in Transition-to-Kindergarten Activities
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Tepe, Jennifer Harris – ProQuest LLC, 2012
Transition to kindergarten is defined as an important milestone for young children. Transition from prekindergarten to kindergarten sets the stage for formal school. Academic success, parental involvement and teacher-to-teacher support are all the building blocks to future success for children with and without disabilities. As educators and…
Descriptors: Kindergarten, Preschool Education, Young Children, Transitional Programs
Educators' Views of Pre-Kindergarten and Kindergarten Readiness and Transition Practices
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Gill, Sukhdeep; Winters, Dixie; Friedman, Diane S. – Contemporary Issues in Early Childhood, 2006
The transition from pre-kindergarten (center-based programs for four-year-olds) to kindergarten is a critical milestone with far-reaching consequences for children and their families because positive transition and school readiness are integrally linked as predictors of future school success. This study was conducted to explore the existing…
Descriptors: School Readiness, Preschool Education, Kindergarten, Performance Factors