Teacher opinions of the curriculum for a transitional grade between kindergarten and first grade

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dc.contributor.advisor Williams, R. Ann en_US
dc.contributor.author Stroud, Judith E. en_US
dc.coverage.spatial n-us-in en_US
dc.date.accessioned 2011-06-03T19:31:38Z
dc.date.available 2011-06-03T19:31:38Z
dc.date.created 1988 en_US
dc.date.issued 1988
dc.identifier LD2489.Z64 1988 .S87 en_US
dc.identifier.uri http://cardinalscholar.bsu.edu/handle/handle/181246
dc.description.abstract The purpose of this study was to compare the opinions of kindergarten teachers, transitional grade teachers, and first grade teachers regarding the importance of selected goals, content, learning activities, and evaluation procedures for a transitional grade between kindergarten and first grade. Effects of teaching experience and educational background were examined.The Transitional Curriculum Questionnaire for Teachers was developed by the researcher and mailed to 189 elementary schools with transitional classrooms. Respondents included 156 kindergarten teachers, 104 transitional grade teachers, and 263 first grade teachers. The majority of the teachers reported educational backgrounds in elementary education. Teaching experience ranged from 1 to 44 years.Through the use of a checklist, responding teachers identified goals, content, learning activities, and evaluation procedures which they considered "important" for a transitional program. A chi-square test at the .05 level of significance was used to analyze the data.Results1. Kindergarten teachers, transitional grade teachers, and first grade teachers agreed on the importance of 10 of the 16 goals, 6 of the 16 content areas, 6 of the 16 learning activities, and 11 of the 16 evaluation procedures for a transitional program.2. Teachers with backgrounds in early childhood education and teachers with backgrounds in elementary education agreed on the importance of all 16 goals, 14 of the 16 content areas, 13 of the 16 learning activities, and all 16 evaluation procedures for a transitional program.3. Teachers with varying years of teaching experience agreed on the importance of 15 of the 16 goals, 14 of the 16 content areas, all of the 16 learning activities, and 13 of the 16 evaluation procedures for a transitional program. en_US
dc.description.sponsorship Department of Elementary Education
dc.format.extent xi, 242 leaves : forms ; 28 cm. en_US
dc.source Virtual Press en_US
dc.subject.lcsh Kindergarten teachers -- Indiana -- Attitudes. en_US
dc.subject.lcsh Elementary school teachers -- Indiana -- Attitudes. en_US
dc.subject.lcsh First grade (Education) en_US
dc.subject.lcsh Education, Primary -- Indiana -- Curricula. en_US
dc.title Teacher opinions of the curriculum for a transitional grade between kindergarten and first grade en_US
dc.description.degree Thesis (D. Ed.) en_US
dc.identifier.cardcat-url http://liblink.bsu.edu/catkey/533886 en_US


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  • Doctoral Dissertations [3120]
    Doctoral dissertations submitted to the Graduate School by Ball State University doctoral candidates in partial fulfillment of degree requirements.

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