This qualitative case study examined teachers' knowledge, skills, and dispositions as they related to the academic language of preschool children and the teachers' classroom practices. From the analysis of the interviews, observations, and documents collected, four findings emerged: (a) participants believe that academic language is important and held high expectations of their students' abilities to acquire it; (b) participants had acquired the knowledge and skills that allowed them to support children's academic language via intentional planning and the use of specific instructional strategies; (c) participants believed teacher collaboration enhanced their ability to provide effective instruction for their students; and (d) participants reported that a lack of time prevented them from consistently preparing intentional lessons. They also reported that a lack of time was a barrier to teacher collaboration.
The results of this study have implications for the design of preschool programs, professional development for preschool teachers, and the implementation of foundations and other preschool expectations, particularly in regard to collaboration and time, which are needed to develop a high-quality program. Recommendations for changes in relevant theoretical constructs and public policy were provided.
|School:||California State University, Fullerton|
|School Location:||United States -- California|
|Source:||DAI-A 71/06, Dissertation Abstracts International|
|Subjects:||Educational leadership, Early childhood education|
|Keywords:||Academic language, Intentionality, Preschool, Professional development, Teacher efficacy, Vocabulary|
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