ERIC Number: EJ1112677
Record Type: Journal
Publication Date: 2016-Sep
Abstractor: As Provided
Instructional Approaches in Kindergarten: What Works for Whom?
Chiatovich, Tara; Stipek, Deborah
Elementary School Journal, v117 n1 p1-29 Sep 2016
This study used ECLS-K 1998-1999 data to evaluate whether specific kindergarten teaching practices predicted school-year learning gains differently, depending on children's ethnicity, SES, and fall test scores. Exploratory factor analyses guided the creation of four literacy and five math instruction composites from teachers' reports of their teaching practices. The composites differentiated teaching activities that were child-centered versus skills-based and those that targeted basic versus advanced skills. Additionally, they served as predictors of year-end skill level in three-level hierarchical linear models. Literacy instruction composites showed no differential benefits. More frequent exposure to Applied Math (e.g., use math for word problems, use measuring instruments) was associated with higher average spring math scores among children who entered kindergarten with relatively high math skills but not among children who entered kindergarten with relatively low math skills.
Descriptors: Mathematics Skills, Kindergarten, Children, Longitudinal Studies, Surveys, Preschool Teachers, Teaching Methods, Ethnicity, Socioeconomic Status, Scores, Factor Analysis, Literacy Education, Mathematics Instruction, Predictor Variables, Hierarchical Linear Modeling
University of Chicago Press. Journals Division, P.O. Box 37005, Chicago, IL 60637. Tel: 877-705-1878; Tel: 773-753-3347; Fax: 877-705-1879; Fax: 773-753-0811; e-mail: firstname.lastname@example.org; Web site: http://www.press.uchicago.edu
Publication Type: Journal Articles; Reports - Research
Education Level: Kindergarten; Primary Education; Early Childhood Education; Preschool Education
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Early Childhood Longitudinal Survey
Grant or Contract Numbers: N/A