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Produced by Research Connections
Peer Reviewed JournalCurrent Filters: Pub Year:2009 [remove]; Classification:Kindergarten [remove];
19 results found.|
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2009-2010 Maryland school readiness report: Children entering school ready to learn A survey of teacher ratings of the school readiness of Maryland kindergartners during the fall of 2009 |
Reports & Papers
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Afterschool and the environment: A natural fit A discussion of the benefits of outdoor after school programs on children's health and development, and a profile of programs and initiatives incorporating out of school time programming with the outdoors |
Fact Sheets & Briefs
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The children born in 2001 at kindergarten entry: First findings from the kindergarten data collections of the Early Childhood Longitudinal Study, Birth Cohort (ECLS-B): First look A description of the demographic characteristics, early reading and math skills, fine motor skills, school and classroom characteristics, and out-of-school time child care arrangements of children born in the United States in 2001 as they enter kindergarten, based on data from the nationally representative Early Childhood Longitudinal Study, Birth Cohort (ECLS-B), collected during the 2006-2007 and 2007-2007 school years |
Reports & Papers
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Children entering school ready to learn: 2009-2010 Maryland model for school readiness A survey of teacher ratings of the school readiness of Maryland kindergartners during the fall of 2009 |
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Cooperation through movement education and children’s literature A demonstration of evidence-based practice that integrates movement education with children’s literature in order to promote cooperation among Bengali kindergarteners from an urban public school in the Midwestern United States |
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Crisis in the kindergarten: Why children need to play in school A review of research on the decline of play and the rise of teacher-directed activities and instruction in kindergarten, with a discussion of the implications for children's development and recommendations for increasing play in kindergarten |
Other
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Early school performance for students with disabilities: Examining the impact of early childhood special education, parent involvement, and family quality of life An examination of home-based parent involvement and family quality of life as moderators of the relationship between parent ratings of early childhood special education services and academic or social-behavioral outcomes for children with disabilities, based on 156 parent ratings of services |
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Effect of preferred learning styles on motivation and achievement in kindergarten students An examination of the relationship between preferred mode of learning and motivation to learn words, as measured by sight word recognition scores, among 89 kindergarten students in 6 kindergarten classrooms at an elementary school in Georgia |
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Examining the impacts of early reading intervention on the growth rates in basic literacy skills of at-risk urban kindergarteners An examination of the effects of the Scott Foresman Early Reading Intervention on growth rates in the early literacy skills of 47 at-risk kindergarten students in treatment intensive, treatment, and nontreatment groups across four classes in an urban K through 5 Title I school, located in a metropolitian southeastern city in the United States |
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Examining the nature of literacy activity in public Montessori classrooms An examination of literacy activity and an examination of patterns of practice in 11 public Montessori preschool and kindergarten classrooms from classroom observations and teacher interviews |
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Integrating teaching practice with developmental norms: The case of phonological teaching in L2 A discussion of the opportunities for young children to develop their second-language phonological skills at the age of kindergarten, and ideas for embedding English second-language phonological training in kindergarten instruction in the Hong Kong context |
Other
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A kindergarten for the 21st century: Kindergarten position statement A discussion of the role of kindergarten in the education of Nebraska's children and their preparation for later academic success, including information on classroom environment, teacher practices, professional development, and transition support |
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Men among boys: The characteristics, qualifications and academic impact of male kindergarten teachers in America An investigation of kindergarten teacher gender differences in demographic characteristics, educational qualifications, employment experience, and instructional practice, an examination of the relationship between teacher gender differences and reading growth over the kindergarten year, and an examination of male teachers' characteristics relationship to kindergarten boys’ reading achievement over the kindergarten year from a secondary analysis of the Early Childhood Longitudinal Study, Kindergarten Class data |
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Observing children’s stress behaviors in a Kindergarten classroom A qualitative study of 8 male and 8 female kindergarten children’s exhibited stress behaviors during the academic work period based on classroom observations, open-ended interviews with teachers, artifacts collected from the classroom, and specific work artifacts of the children in a suburban private school in a major metropolitan area of the southeastern United States |
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Quality in kindergarten classrooms: Observational evidence for the need to increase children’s learning opportunities in early education classrooms An investigation of the quality and content of children’s learning experiences in kindergarten and how individual children experience classroom quality, based on data from 240 prekindergarten classroons and a subsample of 730 kindergarten classrooms attended by participants of a larger study |
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Reading, writing, and conducting inquiry about science in kindergarten A discussion of kindergarten teachers' development of study units with sequences of integrated science inquiry and literacy activities appropriate for kindergartners as a part of a larger project on scientific literacy |
Other
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Reimagining kindergarten A discussion of the developmental approach to kindergarten in an environment in which educational accountability requires formal instruction |
Other
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Snapshots of Indiana's full-day kindergarten programs before and after the state's funding increase for the program A comparison of patterns of student enrollment in and schools' provision of full-day kindergarten in Indiana before and after a state funding increase |
Fact Sheets & Briefs
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Summary and recommendations of Crisis in the kindergarten: Why children need to play in school A summary of a review of research on the decline of play and the rise of teacher-directed activities and instruction in kindergarten, with a discussion of the implications for children's development and recommendations for increasing play in kindergarten |
Executive Summary
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