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Teacher experiences on the play base...

Williams, Gina E.

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Teacher experiences on the play based methods and instructional practices used in half vs. full day kindergarten.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Teacher experiences on the play based methods and instructional practices used in half vs. full day kindergarten./
Author:	Williams, Gina E.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2017,
Description:	124 p.
Notes:	Source: Dissertations Abstracts International, Volume: 78-10, Section: A.
Contained By:	Dissertations Abstracts International78-10A.
Subject:	School administration. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10264808
ISBN:	9781369716535

Teacher experiences on the play based methods and instructional practices used in half vs. full day kindergarten.
Williams, Gina E.

Teacher experiences on the play based methods and instructional practices used in half vs. full day kindergarten. - Ann Arbor : ProQuest Dissertations & Theses, 2017 - 124 p.

Source: Dissertations Abstracts International, Volume: 78-10, Section: A.

Thesis (Ed.D.)--Northeastern University, 2017.

The purpose of this case study was to examine the play based teaching and learning methods at one particular elementary school in southeastern Massachusetts with the aim of identifying methods and practices that are seen as essential in developing the academic and social skills in kindergarten students. This school of study has been utilizing multiple approaches driven by budget, state mandates, and administrative decision making. The intrinsic case study was designed to analyze perceptions of kindergarten teachers with respect to their thoughts and believes on the most developmentally appropriate and effective way to teach academic and social skills to kindergarten students. Data were obtained through interviews, classroom observations, and a review of professional development offerings in the school district. Key Words: Play-based learning, kindergarten, early childhood, child development, teacher perception, case study.

ISBN: 9781369716535Subjects--Topical Terms:

3172164
School administration.
Subjects--Index Terms:

Kindergarten

Teacher experiences on the play based methods and instructional practices used in half vs. full day kindergarten.
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245 1 0 $a Teacher experiences on the play based methods and instructional practices used in half vs. full day kindergarten.
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300 $a 124 p.
500 $a Source: Dissertations Abstracts International, Volume: 78-10, Section: A.
500 $a Publisher info.: Dissertation/Thesis.
500 $a Advisor: Young, Nancy.
502 $a Thesis (Ed.D.)--Northeastern University, 2017.
520 $a The purpose of this case study was to examine the play based teaching and learning methods at one particular elementary school in southeastern Massachusetts with the aim of identifying methods and practices that are seen as essential in developing the academic and social skills in kindergarten students. This school of study has been utilizing multiple approaches driven by budget, state mandates, and administrative decision making. The intrinsic case study was designed to analyze perceptions of kindergarten teachers with respect to their thoughts and believes on the most developmentally appropriate and effective way to teach academic and social skills to kindergarten students. Data were obtained through interviews, classroom observations, and a review of professional development offerings in the school district. Key Words: Play-based learning, kindergarten, early childhood, child development, teacher perception, case study.
590 $a School code: 0160.
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650 4 $a Educational administration. $3 2122799
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653 $a Learning
653 $a Play
653 $a Teaching
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710 2 $a Northeastern University. $b School of Education. $3 2097885
773 0 $t Dissertations Abstracts International $g 78-10A.
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856 4 0 $u https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10264808