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The Transition to Kindergarten for Children with and without Disabilities: An Investigation of Parent and Teacher Concerns and Involvement
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Welchons, Leah Wildenger; McIntyre, Laura Lee – Topics in Early Childhood Special Education, 2015
The transition to kindergarten is regarded as a critical early childhood developmental milestone with important implications for later school outcomes. Despite its importance, few empirical studies examine kindergarten transition and fewer examine transition from the perspective of multiple stakeholders. The goal of the current study was to…
Descriptors: Kindergarten, Young Children, Preschool Teachers, Transitional Programs
Interactions and Relationships between Kindergarten Teachers and English Language Learners
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Sullivan, Brittany; Hegde, Archana V.; Ballard, Sharon M.; Ticknor, Anne S. – Early Child Development and Care, 2015
Presence of English Language Learners (ELLs) is ever-increasing in our kindergarten-Grade 12 sector. With this influx of students who may need specialised attention, it is essential for educators and teacher education programmes alike to focus on preparation for serving such a population. While research depicts lack of training, it also elicits an…
Descriptors: English Language Learners, Preschool Teachers, Kindergarten, Native Speakers
Jordanian Mothers' Perceptions of Their Children's Social Competence: An Examination of Family Factors and Demographic Variables
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Abu Taleb, Tagreed Fathi; AlZoubi, Rifa Rafe – Early Child Development and Care, 2015
Children's social competence is an area of research that receives minimal attention from Jordanian researchers. It is important to investigate this area of development so as to provide parents with information about the nature of social competence and possible factors affecting its development. This research study examined Jordanian mothers'…
Descriptors: Foreign Countries, Mothers, Parent Attitudes, Social Development
Access to a Responsiveness to Intervention Model: Does Beginning Intervention in Kindergarten Matter?
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O'Connor, Rollanda E.; Bocian, Kathleen M.; Sanchez, Victoria; Beach, Kristen D. – Journal of Learning Disabilities, 2014
In this study, we tested the outcomes of access to a response to intervention (RtI) model in kindergarten or in first grade on end-of-Grade-2 reading achievement and placement in special education. Across five schools, 214 students who began having access to Tier 2 intervention in kindergarten or first grade were compared in Grades 1 and 2 with…
Descriptors: Response to Intervention, Kindergarten, Young Children, Models
Access to a Responsiveness to Intervention Model: Does Beginning Intervention in Kindergarten Matter?
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O'Connor, Rollanda E.; Bocian, Kathleen M.; Sanchez, Victoria; Beach, Kristen D. – Grantee Submission, 2014
In this study, we tested the outcomes of access to a Response to Intervention (RtI) model in kindergarten or in first grade on end-of-Grade-2 reading achievement and placement in special education. Across five schools, 214 students who began having access to Tier 2 intervention in kindergarten or first grade were compared in Grades 1 and 2 with…
Descriptors: Response to Intervention, Kindergarten, Young Children, Models