Dissertation/Thesis Abstract

Teacher expectations for entering kindergarteners: A qualitative study with prekindergarten and kindergarten teachers
by Sakuma, Reiko, M.A., California State University, Long Beach, 2013, 160; 1524156
Abstract (Summary)

This phenomenological study explored five pre-kindergarten and five kindergarten teachers' expectations for entering kindergarteners, the sources of teachers' expectations, and nature of collaborations between pre-kindergarten and kindergarten programs. Data was collected through face-to-face interviews. The findings suggested that: (a) there were similarities and differences in expectations of both groups of teachers; (b) participants did not have differential expectations for children from different backgrounds, such as children's race and ethnicity, gender, and socioeconomic status; (c) teachers' ideal expectations did not always match with the competencies of children in their own classrooms; (d) teachers' classroom experience was the most influential source of teachers' expectations; and (e) there was no systematic collaborative relationships between participating pre-kindergarten and kindergarten programs. The study's findings suggest the need for sustained collaborative relationships among preschool programs, kindergarten, and families of preschoolers to communicate realistic expectations for kindergarten.

Indexing (document details)
Advisor: Pattnaik, Jyotsna
Commitee: An, Shuhua, Lord, Carol
School: California State University, Long Beach
Department: Teacher Education
School Location: United States -- California
Source: MAI 52/03M(E), Masters Abstracts International
Subjects: Early childhood education, Teacher education
Keywords: Kindergarten readiness, School readiness, Teacher expectations
Publication Number: 1524156
ISBN: 9781303521348
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