Bibliography of Citations from the ERIC Database
ERIC database search through September 2002
How to Obtain ERIC documents and journal articles
ED452951 PS029400
Title: How Are Transition-to-Kindergarten Activities Associated with Parent
Involvement during Kindergarten?
Author(s) Rathbun, Amy H.; Hausken, Elvira Germino
Pages: 21
Publication Date: April 2001
Notes: Paper presented at the Annual Meeting of the American Educational Research
Association (Seattle, WA, April 10-14, 2001).
Available from: EDRS Price MF01/PC01 Plus Postage.
Document Type: Reports--Research (143); Speeches/meeting papers (150)
Geographic Source: U.S.; District of Columbia
This study identified the types of transition activities practiced by kindergarten
teachers/schools around the country, the relation of various school characteristics
to transition activities, and the relation between transition activities and
parent involvement during kindergarten. The study sample was comprised of 2,826
public school and 417 private school kindergarten teachers participating in
the Early Childhood Longitudinal Study, Kindergarten Class of 1998-99. Data
were obtained from teacher and administrator questionnaires. Findings indicated
that teachers used an average of three transition activities, the most common
being phoning and sending information home about the program, inviting parents
and children to visit the classroom prior to beginning school, and inviting
parents to a pre-enrollment orientation. Teachers in schools with low proportions
of at-risk children, minority children, or English language learners reported
more transition activities than teachers in schools with higher proportions
of these groups. Compared with teachers in public and other private schools,
significantly higher proportions of teachers in Catholic schools reported telephoning
or sending home information, hosting pre- enrollment visits by parents and children,
and shortening school days at the start of the kindergarten year. Teachers in
schools with lower proportions of low-income or minority families reported greater
parent attendance at conferences, open houses, and art/music events. The proportion
of parents volunteering regularly was associated with the proportion of low-income
families. Regular parent volunteers were most prevalent in private schools.
Several transition activities were associated positively with parent participation.
Contains 10 references and 5 tables. (KB)
Descriptors: Administrator Attitudes; Catholic Schools; Comparative Analysis;
Family School Relationship; Institutional Characteristics; *Kindergarten; Kindergarten
Children; Longitudinal Studies; Outreach Programs; *Parent Participation; *Parents;
*Preschool Teachers; Primary Education; Private Schools; Public Schools; *School
Readiness; Teacher Behavior; *Transitional Programs
Identifiers: Early Childhood Longitudinal Survey; *Transitional Activities
ED447705 FL026481
Title: Bilingualism, Gender, and Friendship: Constructing Second Language
Learners in an English Dominant Kindergarten.
Author(s) Hruska, Barbara L.
Pages: 55
Publication Date: March 2000
Notes: Paper presented at the Annual Meeting of the American Association for
Applied Linguistics (Vancouver, BC, Canada, March 2000).
Available from: EDRS Price MF01/PC03 Plus Postage.
Language: English
Document Type: Reports--Research (143); Speeches/meeting papers (150)
Geographic Source: U.S.; Massachusetts
Journal Announcement: RIEMAY2001
This article draws on data collected during a year-long ethnographic study
of six Spanish-dominant English language learners, enrolled in both English-as-a-Second-Language
(ESL) and Spanish Transitional Bilingual Education (TBE) "pull-out"
programs, in an English kindergarten classroom. The study is based on a theoretical
framework that conceptualizes language as the site of social meaning construction
and power negotiations. It argues that a focus on effective second language
instruction and language acquisition alone are inadequate for understanding
and addressing complex learning environments and the needs of language learners.
Four broad research questions address the local meanings of bilingualism, gender,
and friendship, and how these ideologies, identities, and social relationships
relevant to these socially- constructed discourses affect the Spanish-speaking
students. Broad-, mid-, and micro-level analyses were conducted using standard
interpretive analytic procedures. The study demonstrates how the meanings of
these three local discourses and their inherent power dynamics shape students'
identities, classroom participation, access to relationships, access to knowledge,
and ultimately their investment in school. (Contains 86 references.) (Author/KFT)
Descriptors: *Bilingual Education Programs; *Bilingualism; *English (Second
Language); Ethnic Groups; Ethnography; *Friendship; Kindergarten; Kindergarten
Children; Limited English Speaking; Longitudinal Studies; Participant Observation;
*Power Structure; Primary Education; Second Language Instruction; Second Language
Learning; *Sex; Sociocultural Patterns; Sociolinguistics; Spanish Speaking;
Transitional Programs
ED427073 TM029454
Title: First Grade or Not? Using Children's Artwork as a Tool in Determining
Reading Readiness.
Author(s) Hale, Judy Ann; Boozer, Sandra T.
Pages: 21
Publication Date: November 1998
Notes: Paper presented at the Annual Meeting of the Mid-South Educational Research
Association (New Orleans, LA, November 4-6, 1998).
Available from: EDRS Price MF01 Plus Postage. PC Not Available from EDRS.
Language: English
Document Type: Reports--Research (143); Speeches/meeting papers (150)
Geographic Source: U.S.; Alabama
Journal Announcement: RIEJUN1999
The use of young children's art work in the assessment of reading readiness
was studied through a qualitative research design. Subjects were 12 transitional-first-grade
students from an elementary school, each of whom was treated as a case study.
Artwork was collected from each child each month of the school year and reading
levels were recorded. By the end of the school year, three of the students were
still in the preschematic stage of art development (objects represented randomly
in space) with marked improvement being demonstrated in their emergent reading
levels. Two students were in transition to a schematic stage of art development
(connectedness of items in drawing) with growth in their reading levels. Six
students had progressed into the schematic stage of art development, and all
but one were in the fourth stage of emergent reading. The 12th student had progressed
into the schematic stage of art development and his reading had advanced to
the second emergent reading level. Findings suggest that children's artwork
may offer insights into children's literacy development. (Contains 11 tables
and 10 references.) (SLD)
Descriptors: Art Education; Case Studies; *Childrens Art; Educational Assessment;
Evaluation Methods; Grade 1; Kindergarten; *Kindergarten Children; Primary Education;
Qualitative Research; *Reading Readiness; Tables (Data); Transitional Programs
Identifiers: *Emergent Reading Levels
ED437155 PS026565
Title: Establishing a Baseline for School Readiness of Washington County
Children
Entering Kindergarten.
Author(s) Severeide, Rebecca
Author Affiliation: Early Childhood Strategies, Portland, OR.(BBB35843)
Pages: 89
Publication Date: 1998
Sponsoring Agency: Washington County Commission on Children and Families, Hillsboro,
OR. (BBB35069)
Available from: EDRS Price MF01/PC04 Plus Postage.
Language: English
Document Type: Numerical/Quantitative Data (110); Reports--Research (143)
Geographic Source: U.S.; Oregon
Journal Announcement: RIEJUN2000
The assessment of school readiness needs to include all aspects of children's
early learning and indicators of family/community activities that support children's
development. This study used a holistic approach to set baseline benchmarks
on factors related to school readiness for entering kindergarten children, and
to engage schools in Washington County, Oregon in discussing the nature of school
readiness and to empower them to collect information independently. Data were
collected on 413 entering kindergartners and their families during September
1997 in six public school and two private programs. Factor analyses yielded
17 child-, family-, school-, or community-based factors related to an acceptable
performance level, including: (1) child cognitive development; (2) physical
well-being: (3) motor development; (4) social development; (5) television viewing
habits: (6) family reading habits; (7) family activities and routines; (8) parental
involvement in child's education; (9) family involvement and empowerment; (10)
coordinated transition to kindergarten; (11) access to high quality child care;
and (12) collaborative and integrated services in community offered through
school. Six factors identified a potential need and area for intervention: emerging
literacy development--not being read to and/or exposed to books enough to support
typical early literacy; family access to basic resources--unmet needs in mental
and physical health and parent education; developmentally appropriate curriculum,
assessment, and instruction; culturally and linguistically appropriate education;
collaborative and integrated services--unmet needs in housing, adult basic education,
and employment supports; and access to parent education. Data were used to create
a list of community strengths and a profile of a neighborhood in need. (KB)
Descriptors: Benchmarking; Cognitive Development; Community Services; Day Care;
Early Childhood Education; Factor Analysis; Family Involvement; Integrated Services;
*Kindergarten; *Kindergarten Children; Motor Development; Neighborhoods; Parent
Participation; Parents; Preschool Children; Reading Habits; *School Readiness;
Social Development; Television Viewing; Transitional Programs; Well Being
Identifiers: Access to Services; Daily Routines; Family Activities; Indicators;
Oregon (Washington County)
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