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ERIC Number: EJ859160
Record Type: Journal
Publication Date: 2009
Pages: 12
Abstractor: As Provided
Reference Count: 32
ISBN: N/A
ISSN: ISSN-0271-1214
Addressing Early Learning Standards for All Children within Blended Preschool Classrooms
Grisham-Brown, Jennifer; Pretti-Frontczak, Kristie; Hawkins, Sarah R.; Winchell, Brooke N.
Topics in Early Childhood Special Education, v29 n3 p131-142 2009
Preschool teachers working in blended classrooms are faced with identifying which children need intensive instruction as well as being responsible for directly linking individualized learning outcomes with state or federal early learning standards. The series of studies presented were designed to illustrate how teachers working in blended preschool programs provided intensive instruction on individual skills that were related to a common early learning standard (i.e., prewriting). Results suggest that embedding intensive instruction during daily activities is not only "effective" but also "efficient" given the relatively short amount of time it took for children to acquire individualized skills. Future research should examine interventions that produce effective and efficient results given the constraints imposed by the schedule of publicly funded blended preschools. (Contains 1 table and 4 figures.)
SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education; Preschool Education
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A