Bibliography of Citations from the ERIC Database
ERIC database search through September 2002

Transition to Kindergarten: Research

Journal Articles

How to Obtain ERIC documents and journal articles

EJ635675 PS532079
Title: Collaboration in Building Partnerships between Families and Schools: The National Center for Early Development and Learning's Kindergarten Transition Intervention.
Author(s) Pianta, Robert C.; Kraft-Sayre, Marcia; Rimm-Kaufman, Sara; Gercke, Nancy; Higgins, Terri
Source: Early Childhood Research Quarterly, v16 n1 p117-32 2001
Publication Date: 2001
Notes: Special Issue on: "Partnerships for Inquiry."
ISSN: 0885-2006
Document Type: Journal articles (080); Reports--Research (143)

A collaborative research project was undertaken to design, implement, and conduct research on interventions to improve transition to kindergarten. Preliminary results indicate three themes characterizing collaboration: participants have different views of transition practices; parents and teachers in preschool share mutually positive views of one another; and preschool staff are seen as an important, helpful source of parental support. (Author/KB)

Descriptors: *Family School Relationship; *Kindergarten; Kindergarten Children; Parent School Relationship; Parent Teacher Cooperation; Parents; *Partnerships in Education; *Preschool Teachers; Primary Education; *Transitional Programs
Identifiers: Collaborative Research; *Transitional Activities

EJ629941 PS531562
Title: Transition Practices: Findings from a National Survey of Kindergarten Teachers.
Author(s) Early, Diane M.; Pianta, Robert C.; Taylor, Lorraine C.; Cox, Martha J.
Source: Early Childhood Education Journal, v28 n3 p199-206 Spr 2001
Publication Date: 2001
ISSN: 1082-3301
Document Type: Journal articles (080); Reports--Research (143)

Examined the practices teachers employ to help children and families make the transition to school, and the links between school, teacher, and classroom characteristics and transition practices. Discusses findings on factors influencing transition practice, including teacher experience and training, teacher race or ethnicity, class size, and the timing of class list receipt. (JPB)

Descriptors: Classroom Environment; Kindergarten; Preschool Education; *Preschool Teachers; School Readiness; Student Adjustment; Teacher Characteristics; *Teacher Influence; *Transitional Programs

EJ633366 PS532050
Title: Academic Performance among At-Risk Children: The Role of Developmentally Appropriate Practices.
Author(s) Huffman, Loreen R.; Speer, Paul W.
Source: Early Childhood Research Quarterly, v15 n2 p167-84 2000
Publication Date: 2000
ISSN: 0885-2006
Document Type: Journal articles (080); Reports--Research (143)

Examined the effect of developmentally appropriate teaching practices on academic achievement of kindergarten and first-grade children participating in the Head Start/Public School Transition Project. Found that achievement was significantly higher in the more developmentally appropriate classrooms for letter/word identification and applied problems over time, suggesting that developmentally appropriate practices can improve children's achievement in urban settings. (Author/HTH)

Descriptors: *Academic Achievement; Blacks; Classroom Techniques; *Developmentally Appropriate Practices; *Grade 1; *High Risk Students; Hispanic Americans; *Kindergarten; Primary Education; School Readiness; Student Adjustment; Teacher Student Relationship; Teaching Methods; *Transitional Programs; Urban Areas
Identifiers: African Americans; *Project Head Start

Used national sample of 3,595 public and 176 private kindergarten teachers to obtain information regarding teachers' practices related to the transition of children into first grade. Found that over half used some form of transition practice, with more private school teachers using transition practices than public school teachers. Teacher- or child-focused activities were more common than those involving parents. (Author/KB)

Descriptors: Comparative Analysis; Educational Practices; Elementary Education; *Kindergarten; *Kindergarten Children; Minority Groups; Poverty; *Preschool Teachers; Private Schools; Public Schools; Student Adjustment; *Transitional Programs
Identifiers: *Transitional Activities

EJ612998 EC625709
Title: Teachers' Reported Transition Practices for Children Transitioning into Kindergarten and First Grade.
Author(s) La Paro, Karen M.; Pianta, Robert C.; Cox, Martha J.
Source: Exceptional Children, v67 n1 p7-20 Fall 2000
Publication Date: 2000
ISSN: 0014-4029
Document Type: Journal articles (080); Reports--Research (143)

A national sample of kindergarten teachers (N=3595) were surveyed regarding their use of transition practices for children with special needs. The most frequently reported transition practices were sending letters to parents and arranging visits to first grade classrooms. Least frequently used practices were home visits and meetings to discuss the kindergarten to first grade transition. (Contains references.) (Author/DB)

Descriptors: *Educational Practices; Grade 1; *Kindergarten; Parent Teacher Conferences; *Preschool Teachers; Primary Education; *Special Needs Students; Teacher Surveys; *Transitional Programs

EJ591880 PS529604
Title: Kindergarten Teachers' Practices Related to the Transition to School: Results of a National Survey.
Author(s) Pianta, Robert C.; Cox, Martha J.; Taylor, Lorraine; Early, Diane
Source: Elementary School Journal, v100 n1 p71-86 Sep 1999
Publication Date: 1999
ISSN: 0013-5984
Document Type: Journal articles (080); Reports--Research (143)

Surveyed practices of 3,595 kindergarten teachers related to transition into kindergarten and implementation barriers. Found that in-person contacts with children/families were among those used least often. Most frequent were practices taking place after start of school and/or involving low-intensity, generic contact. School location and percentage of low-income/minority students influenced practices. Barriers included the lack of a district plan. (Author/KB)

Descriptors: Comparative Analysis; *Educational Practices; *Kindergarten; National Surveys; *Preschool Teachers; Primary Education; Rural Urban Differences;Social Differences; *Transitional Programs
Identifiers: Barriers to Change; Barriers to Implementation; *Transitional Activities

EJ587725 EC622448
Title: Kindergarten Teachers' Perceptions of Instructing Students with Disabilities.
Author(s) Vaughn, Sharon; Reiss, Meryl; Rothlein, Liz; Hughes, Marie Tejero
Source: Remedial and Special Education, v20 n3 p184-91 May-Jun 1999
Publication Date: 1999
ISSN: 0741-9325
Document Type: Journal articles (080); Reports--Research (143)

A study that investigated perceptions of 31 kindergarten teachers found there were statistically significant differences between teachers' views of the desirability of implementing practices to enhance the outcomes of children with disabilities as they transition to kindergarten and the feasibility of such implementation. Portfolios were viewed as both desirable and feasible. (Author/CR)

Descriptors: *Disabilities; Early Childhood Education; Kindergarten Children; *Portfolio Assessment; Program Implementation; *Teacher Attitudes; *Teaching Methods; Theory Practice Relationship; Transitional Programs

EJ586491 PS529248
Title: Parents' Observations about Their Children's Transitions to Kindergarten.
Author(s) Pianta, Robert C.; Kraft-Sayre, Marcia
Source: Young Children, v54 n3 p47-52 May 1999
Publication Date: 1999
ISSN: 0044-0728
Document Type: Journal articles (080); Reports--Research (143)

Analyzed parents' observations and perceptions of the transition process of their children into kindergarten. Found that even though most parents (two-thirds) reported satisfactory transitions, 47% of responses contained negative features, reflecting difficulties during transition. Parents found ongoing communication, agreed-upon performance standards, familiarity with school, and previous experience in preschool or childcare helpful in easing the transition process. (AMC)

Descriptors: Articulation (Education); Early Childhood Education; *Early Experience; Kindergarten; *Parent Attitudes; *Parent School Relationship; Parent Teacher Cooperation; Preschool Education; *Student Adjustment; Telephone Surveys; *Transitional Programs
Identifiers: Arkansas; North Carolina; Virginia

EJ581570 EA535637
Title: Reforming the Kindergarten Round-Up.
Author(s) Smith, Susan Sidney
Source: Educational Leadership, v56 n6 p39-44 Mar 1999
Publication Date: 1999
ISSN: 0013-1784
Document Type: Journal articles (080); Reports--Descriptive (141); Reports--Evaluative (142)

Many schools host kindergarten roundups to facilitate children's transition from home to formal education. Roundups should not assess school readiness, but could be a valuable tool to help teachers' meet students' diverse needs. Roundups should open up parent-teacher communications, check for correctable learning impairments, and share meaningful information. (MLH)

Descriptors: *Diversity (Student); Information Dissemination; Kindergarten; *Learning Problems; Parent School Relationship; Program Descriptions; *School Readiness; *Student Evaluation; Student Needs; *Transitional Programs
Identifiers: Screening Procedures

EJ578092 PS528748
Title: Kindergarten Teachers and Classrooms: A Transition Context.
Author(s) Early, Diane M.; Cox, Martha J.; Pianta, Robert C.
Source: Early Education and Development, v10 n1 p25-46 Jan 1999
Publication Date: 1999
Notes: Special Issue on: "Unresolved Issues in Early Childhood Programming."
ISSN: 1040-9289
Document Type: Journal articles (080); Reports--Research (143)

Describes demographic and structural features of kindergarten classrooms using data from the National Center for Early Development and Learning's Transition Practices Survey of kindergarten teachers. Explores teachers' education and experience, and their training on facilitating transitions to kindergarten. Also discusses teacher and student race/ethnicity, adults in the classroom, class size, and free or reduced-price lunch eligibility. (Author/LPP)

Descriptors: *Classroom Environment; Early Childhood Education; *Kindergarten; Kindergarten Children; Preschool Education; *Student Adjustment; Surveys; *Teacher Characteristics; *Teacher Role; *Transitional Programs

EJ561640 PS527642
Title: Former Head Start Parents' Characteristics, Perceptions of School Climate, and Involvement in Their Children's Education.
Author(s) Seefeldt, Carol; Denton, Kristen; Galper, Alice; Younoszai, Tina
Source: Elementary School Journal, v98 n4 p339-49 Mar 1998
Publication Date: 1998
Notes: Theme issue: "Transitions."
ISSN: 0013-5984
Document Type: Journal articles (080); Reports--Research (143)

Explored relations between former Head Start parents' self-efficacy beliefs, beliefs about their children's academic abilities, affective state of depression, perceptions of school climate, and reported level of involvement in their children's education at end of kindergarten year. Parents' views of school climate and beliefs in their ability to exercise control over their children's education predicted school-related involvement. (EV)

Descriptors: Academic Ability; Children; Depression (Psychology); *Educational Environment; Kindergarten; *Parent Participation; *Parent Student Relationship; Predictor Variables; Primary Education; School Attitudes; School Readiness; Self Efficacy; Transitional Programs
Identifiers: *Project Head Start

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