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ERIC Number: ED549083
Record Type: Non-Journal
Publication Date: 2012
Pages: 169
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-2673-3795-5
ISSN: N/A
Structured Play and Student Learning in Kindergarten: An Outcome Evaluation
Rodgers, Moira Smith
ProQuest LLC, Ed.D. Dissertation, Northeastern University
This qualitative research study was an outcome evaluation of an alternative kindergarten curriculum to those currently used in most public schools. Tools of the Mind, a Vygotskian, play-based curriculum was implemented during the 2010-2011 school year in four kindergarten classrooms, involving data from approximately 50 students, within a public school district located in a rural, coastal region of New England. The following three research questions were investigated in this study: 1. How does the Tools of the Mind curriculum develop students' literacy skills and understandings through play? 2. How does the teachers' implementation of the Tools of the Mind curriculum reflect the curriculum as it was intended to be implemented? and 3. How do students who have experienced the Tools curriculum perform on the Dynamic Indicators of Basic Early Literacy Skills (DIBELS)? This methodology used was a qualitative, five-step protocol (University of Wisconsin, Madison, Cooperative Extension Campus) to assess the interplay of the intended, the enacted, and the attained curriculum (Marzano, 2003). The Tools of the Mind curriculum was analyzed, the teachers were surveyed about their implementation fidelity, and student DIBELS data was analyzed. This study used the teacher survey responses and the student DIBELS data, to design questions used in follow up interviews with teachers and the early childhood director. The responses to these interview questions created the depth of detail needed to understand the impact of the curriculum on student learning outcomes and the teachers' professional dispositions about teaching kindergarten. The study findings provide educational policy makers, public school leaders, and classroom teachers with another example of a way to alter their current kindergarten environment if they so choose. [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: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Kindergarten; Primary Education; Early Childhood Education; Preschool Education
Audience: Policymakers; Teachers; Administrators
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Dynamic Indicators of Basic Early Literacy Skills (DIBELS)