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Beliefs of Urban Kindergarten Teache...

Kearney-Edwards, Katina B.

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Beliefs of Urban Kindergarten Teachers: Connecting Early Literacy Instruction to Families' Literacy Practices.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Beliefs of Urban Kindergarten Teachers: Connecting Early Literacy Instruction to Families' Literacy Practices./
作者:	Kearney-Edwards, Katina B.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2016,
面頁冊數:	246 p.
附註:	Source: Dissertation Abstracts International, Volume: 77-10(E), Section: A.
Contained By:	Dissertation Abstracts International77-10A(E).
標題:	Early childhood education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10131519
ISBN:	9781339893112

Beliefs of Urban Kindergarten Teachers: Connecting Early Literacy Instruction to Families' Literacy Practices.
Kearney-Edwards, Katina B.

Beliefs of Urban Kindergarten Teachers: Connecting Early Literacy Instruction to Families' Literacy Practices. - Ann Arbor : ProQuest Dissertations & Theses, 2016 - 246 p.

Source: Dissertation Abstracts International, Volume: 77-10(E), Section: A.

Thesis (Ph.D.)--George Mason University, 2016.

This item is not available from ProQuest Dissertations & Theses.

This dissertation describes a mixed-method inquiry into the beliefs of kindergarten teachers in an urban school district in the United States. Q-methodology (based on Lim, 2010), a demographic survey, and semi-structured interviews were used to identify three distinct profiles of 20 kindergarten teachers' beliefs about early literacy instruction and families: (a) Modeling, Meaning, and Engagement; (b) Teaching for Independence; and (c) Lighting the Spark. The results of this research study provided insight into the varying perspectives of urban kindergarten teachers' beliefs regarding early literacy instruction and families' home language and literacy practices. Across three profiles, several commonalities were identified based on participants' ratings of important aspects of literacy for the diverse range of children in their classrooms. Facilitators for family literacy engagement included encouraging the importance of reading at home and providing information during parent/teacher meetings. Common barriers identified were (a) district expectations and priorities, (b) communication with parents, and (c) teachers' limited knowledge of families' home literacy practices. The findings from this study provide insight into teachers' beliefs about early literacy and families, as well as how they engaged with families. Implications for practice include the need for more opportunities for teachers to reflect on the impact of their beliefs on classroom instruction. Provision of district and administrative support is necessary for teachers to understand and connect instruction to diverse families' use of literacy in their homes and communities. Policy implications include the need to use early literacy curricula and interventions that provide a balance of explicit and implicit instruction to support early literacy development through meaningful and relevant experiences that value the social aspects of literacy.

ISBN: 9781339893112Subjects--Topical Terms:

518817
Early childhood education.

Beliefs of Urban Kindergarten Teachers: Connecting Early Literacy Instruction to Families' Literacy Practices.
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