ERIC Number: EJ1371026
Record Type: Journal
Publication Date: 2023
Pages: 18
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1976-5681
EISSN: EISSN-2288-6729
Determining Who Is At-Risk in the Full-Day Kindergarten Program
International Journal of Child Care and Education Policy, v17 Article 8 2023
Research indicates that early intervention can improve long term outcomes for students who struggle early in school. However, in multi-layered organization such as the school system, many elements may come into play when deciding which students will receive support. This study examined these elements including system requirements and expectations at the provincial and school board levels, current practice in schools and classrooms, and the beliefs and knowledge of individuals surrounding the assessment and identification of at-risk students. Using a qualitative approach, 23 individuals were interviewed. Relevant provincial and school board documents as well as artifacts were gathered to provide further information. The findings indicate that many elements influence the identification of a student as at-risk including the characteristics of the student, and the particular classroom, school, and school board the student attends. The results of this study reveal a lack of clarity as well as differing perspectives and priorities when it comes to the concept of at-risk. The study findings contribute to our understanding of practice and beliefs around young students at-risk and how the interactions of the various elements involved impact the identification of individual students.
Descriptors: Kindergarten, Young Children, Identification, Clinical Diagnosis, At Risk Students, School Schedules, Educational Practices, Influences, Classroom Environment, Educational Environment
Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://bibliotheek.ehb.be:2123/
Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education; Elementary Education; Kindergarten; Primary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A