Understanding Kindergarten Readiness

IF 1.2 4区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH Elementary School Journal Pub Date : 2022-10-28 DOI:10.1086/721773
K. Whyte, C. Coburn
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引用次数: 1

Abstract

In this study, we aimed to understand what readiness meant to educators in two districts that were in the midst of developing pre-K–3 initiatives. We examined how readiness was conceptualized by teachers, school leaders, and district leaders as well as what factors influenced their understandings. We found that educators in our study tended to locate readiness within individual children. Although educators did draw from common early childhood ideologies to describe how they understood readiness, district organizational structures and measurement tools also affected their understandings. As public pre-K continues to become part of K–12 systems and districts make choices about how to define readiness, we recommend districts inspect the different messages educators receive about readiness and then align their efforts to ensure their goals are met. We also suggest districts consider employing definitions of readiness that focus on ready schools rather than on unready children.
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了解幼儿园准备情况
在这项研究中,我们旨在了解准备对两个地区的教育工作者意味着什么,这两个地区正在制定学前教育计划。我们研究了教师、学校领导和地区领导如何将准备状态概念化,以及哪些因素影响了他们的理解。我们发现,在我们的研究中,教育工作者倾向于将准备状态定位在个别孩子身上。尽管教育工作者确实借鉴了常见的幼儿意识形态来描述他们如何理解准备状态,但地区组织结构和测量工具也影响了他们的理解。随着公立学前教育继续成为K-12系统的一部分,各地区选择如何定义准备状态,我们建议各地区检查教育工作者收到的关于准备状态的不同信息,然后调整他们的努力,以确保他们的目标得到实现。我们还建议各地区考虑采用准备就绪的定义,重点关注准备就绪的学校,而不是未准备就绪的儿童。
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来源期刊
Elementary School Journal
Elementary School Journal EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
2.60
自引率
5.90%
发文量
31
期刊介绍: The Elementary School Journal has served researchers, teacher educators, and practitioners in the elementary and middle school education for over one hundred years. ESJ publishes peer-reviewed articles dealing with both education theory and research and their implications for teaching practice. In addition, ESJ presents articles that relate the latest research in child development, cognitive psychology, and sociology to school learning and teaching. ESJ prefers to publish original studies that contain data about school and classroom processes in elementary or middle schools while occasionally publishing integrative research reviews and in-depth conceptual analyses of schooling.
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