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ERIC Number: EJ821314
Record Type: Journal
Publication Date: 2005-Mar
Pages: 21
Abstractor: As Provided
Reference Count: 31
ISSN: ISSN-1366-4530
Kindergarten Time: Kindergarten Teachers' Considerations when Setting Instructional Priorities
Baker, Julie; Dever, Martha T.
Teacher Development, v9 n1 p21-41 Mar 2005
The purpose of this phenomenological study was to obtain an in-depth understanding of kindergarten teachers' instructional time allocations and the factors that influenced their decisions. A maximum variation sample of six kindergarten teachers was chosen representing variations in gender, socioeconomic status of the school where they taught, and years of experience. All of the teachers were interviewed using an open-ended script and observed in their classrooms. Data were analyzed using the Stevick-Colaizzi-Keen method. Participants in this study listed reading, math, and core curriculum as curricular priorities. The findings suggest that factors that influenced curricular priorities included teachers' college educations, personal and teaching experiences, systematic constraints (e.g. mandated textbooks, class size, policies), and others (e.g. principals, parents). Differences between novice and veteran teachers also emerged. (Contains 1 table.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Kindergarten
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001