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ERIC Number: ED521673
Record Type: Non-Journal
Publication Date: 2010
Pages: 159
Abstractor: As Provided
Reference Count: N/A
ISBN: ISBN-978-1-1242-6446-2
The Relationship between Prekindergarten Teachers' Self-Reported Beliefs and Practices about Literacy Instruction and Their Preschool's Kindergarten Readiness Rate
Ganey, Terri L.
ProQuest LLC, Ed.D. Dissertation, Walden University
In the United States, effective reading instruction has been a research priority from the federal to the local level. There is increased awareness on early literacy instruction in high-quality early childhood environments, with specific focus on advanced teacher preparation and professional development for early childhood educators. The purpose of this study was to explore early childhood educators' self-reported beliefs and practices about literacy instruction and their educational levels. Research questions explored how these variables related to kindergarten readiness rates, a preschool accountability and rating system. Attention has been placed on school accountability, even at the preschool level. The examination of research on literacy instruction revealed the importance and justification of early childhood teachers obtaining specialized training in early literacy instruction. The cross-sectional survey data were collected from participants using an online survey program and analyzed with descriptive and correlational statistical analyses. The results indicated commonalities in the participants' teaching experiences, beliefs, practices, and education levels. Results of the correlational analyses proved to be divergent from the literature, as participants' beliefs, practices, and educational levels were not significantly correlated with kindergarten readiness levels. Participants' responses were likely too similar to find significant correlations; it is recommended that researchers replicate the study with a larger sample size. The study may impact social change through increased awareness of the need for enhanced teacher preparation and professional development focused on literacy acquisition and child development. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
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Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United States