ERIC Number: ED327323
Record Type: RIE
Publication Date: 1989-Mar
Reference Count: N/A
Best Practices for Beginners: Quality Programs for Kindergartners. Final Report.
Bryant, Donna M.; And Others
This is a report of a statewide study of kindergarten practices in North Carolina in 1988 which involved classroom observations (N=103 randomly selected classrooms) and questionnaires returned by 218 elementary school principals (an 86% response) and by 375 kindergarten teachers (an 81% response). Several questions were addressed by the study. (1) Are North Carolina kindergartens being taught in a developmentally appropriate manner? (2) Are certain aspects of kindergarten emphasized more than others or taught more appropriately? (3) What is the relationship of kindergarten classroom quality to various teacher, principal, and school characteristics? (4) How frequently and for what reasons does kindergarten retention occur? (5) What are the obstacles to developmentally appropriate kindergarten instruction? (6) What avenues are available to help improve kindergartens? The five main sections of the report cover kindergarten history and research; the study methodology; results; discussion of the results and their implications for kindergarten in North Carolina; and recommendations for action. Citations number 29. Numerous appendices include a list of the members of the study's advisory board; items from the Early Childhood Environment Rating Scale; a checklist of kindergarten activities; teacher interviews; the Attitude to School Questionnaire; related letters; elementary school principal and teacher questionnaires; questionnaire codes; and descriptions of hypothetical classrooms. (RH)
Descriptors: Administrator Attitudes, Certification, Classroom Research, Developmentally Appropriate Practices, Discipline Problems, Educational Improvement, Educational Practices, Educational Quality, Grade Repetition, Influences, Kindergarten, Learning Activities, Primary Education, State Surveys, Teacher Attitudes, Teacher Qualifications, Time Factors (Learning)
Publication Type: Reports - Research
Education Level: N/A
Authoring Institution: North Carolina Univ., Chapel Hill. Frank Porter Graham Center.
Identifiers: North Carolina
Note: For Executive Summary, see PS 019 352.