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Academics in Kindergarten: Helping K...

Ivey, Laura Anne.

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Academics in Kindergarten: Helping Kids Catch-Up or Fall Behind?

Record Type:	Electronic resources : Monograph/item
Title/Author:	Academics in Kindergarten: Helping Kids Catch-Up or Fall Behind?/
Author:	Ivey, Laura Anne.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2022,
Description:	134 p.
Notes:	Source: Dissertations Abstracts International, Volume: 84-05, Section: A.
Contained By:	Dissertations Abstracts International84-05A.
Subject:	Teaching. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=29781169
ISBN:	9798352979297

Academics in Kindergarten: Helping Kids Catch-Up or Fall Behind?
Ivey, Laura Anne.

Academics in Kindergarten: Helping Kids Catch-Up or Fall Behind? - Ann Arbor : ProQuest Dissertations & Theses, 2022 - 134 p.

Source: Dissertations Abstracts International, Volume: 84-05, Section: A.

Thesis (Ph.D.)--North Carolina State University, 2022.

This item must not be sold to any third party vendors.

Kindergarten has become increasingly academic in recent years due to pressure from elementary schools to prepare students for standardized testing starting in third grade and from increased numbers of preschoolers entering kindergarten with higher-level skills (Pianta et al., 2007; Stipek, 2006; Kagan & Kaurez, 2007; Bassok et al., 2016; Bassok & Latham, 2014). This increase in academic focus is disproportionally true for children of color and for children from lower-income households (Engel et al., 2021). In addition to increased academics, these children also experience more didactic instruction, individual seatwork, and less time on child-centered activities, interacting with peers, and on the playground (Engel et al., 2021). This study categorizes kindergarten teachers based on their views of school readiness along the academic and social-development continuum, explores variation of teachers' views based on student characteristics, and examines whether teachers' views on school readiness are associated with student outcomes.To do this, I draw on nationally representative, quantitative data from the Teacher Beliefs and School readiness (TBSR) questionnaire from the Early Childhood Longitudinal Study, Class of 2010-11 (ECLS-K:2011). To categorize teachers' views on school readiness, I use three models: the first model is based on a previously established model that categorizes teachers as having either academic or social-development expectations (Lin et al., 2003). The second and third models are derived from a factor analysis of the TBSR data. To explore variation based on student characteristics known to affect student outcomes, I use linear regression to explore how socio-economic status (SES), race/ethnicity, gender, year in kindergarten, age, and home language are associated with teachers' views within each model. To explore associations with student skill development in kindergarten, I use a linear regression model to determine whether teacher expectations are associated with ECLS-K (2011) kindergarten outcomes in reading, mathematics, executive function, and teacher reported social skills while controlling for student characteristics and fall achievement.From this analysis, I find four key results: first, kindergarten teachers can be categorized by their school readiness beliefs as having Academic or Self-Regulation expectations. Second, race/ethnicity and socio-economic status are highly predictive of whether kindergarteners have a teacher who has high Academic or Self-Regulation expectations. Third, children who have teachers with high Academic expectations have lower student outcomes in math and executive function than their peers. Fourth, children who have teachers with high Social Interaction expectations are more likely to have higher student outcomes in approaches to learning, selfcontrol, and interpersonal skills, as well as improved externalized problem behaviors.The findings support mounting evidence that increased basic academic instruction may be detrimental to both academic and social development learning outcomes. This study also demonstrates how kindergarteners of color and children from lower SES disproportionately have teachers with high levels of basic Academic and Self-Regulation expectations. I conclude this dissertation with a discussion of these findings in relation to existing literature, limitations of this study, and implications for future research and policy. Such implications include further exploration of basic verses academic instruction in kindergarten and how teachers might incorporate both and inclusion of kindergarten standards and guidance that includes play and movement.

ISBN: 9798352979297Subjects--Topical Terms:

517098
Teaching.

Academics in Kindergarten: Helping Kids Catch-Up or Fall Behind?
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500 $a Advisor: Pham, Lam;Drake, Timothy.
502 $a Thesis (Ph.D.)--North Carolina State University, 2022.
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520 $a Kindergarten has become increasingly academic in recent years due to pressure from elementary schools to prepare students for standardized testing starting in third grade and from increased numbers of preschoolers entering kindergarten with higher-level skills (Pianta et al., 2007; Stipek, 2006; Kagan & Kaurez, 2007; Bassok et al., 2016; Bassok & Latham, 2014). This increase in academic focus is disproportionally true for children of color and for children from lower-income households (Engel et al., 2021). In addition to increased academics, these children also experience more didactic instruction, individual seatwork, and less time on child-centered activities, interacting with peers, and on the playground (Engel et al., 2021). This study categorizes kindergarten teachers based on their views of school readiness along the academic and social-development continuum, explores variation of teachers' views based on student characteristics, and examines whether teachers' views on school readiness are associated with student outcomes.To do this, I draw on nationally representative, quantitative data from the Teacher Beliefs and School readiness (TBSR) questionnaire from the Early Childhood Longitudinal Study, Class of 2010-11 (ECLS-K:2011). To categorize teachers' views on school readiness, I use three models: the first model is based on a previously established model that categorizes teachers as having either academic or social-development expectations (Lin et al., 2003). The second and third models are derived from a factor analysis of the TBSR data. To explore variation based on student characteristics known to affect student outcomes, I use linear regression to explore how socio-economic status (SES), race/ethnicity, gender, year in kindergarten, age, and home language are associated with teachers' views within each model. To explore associations with student skill development in kindergarten, I use a linear regression model to determine whether teacher expectations are associated with ECLS-K (2011) kindergarten outcomes in reading, mathematics, executive function, and teacher reported social skills while controlling for student characteristics and fall achievement.From this analysis, I find four key results: first, kindergarten teachers can be categorized by their school readiness beliefs as having Academic or Self-Regulation expectations. Second, race/ethnicity and socio-economic status are highly predictive of whether kindergarteners have a teacher who has high Academic or Self-Regulation expectations. Third, children who have teachers with high Academic expectations have lower student outcomes in math and executive function than their peers. Fourth, children who have teachers with high Social Interaction expectations are more likely to have higher student outcomes in approaches to learning, selfcontrol, and interpersonal skills, as well as improved externalized problem behaviors.The findings support mounting evidence that increased basic academic instruction may be detrimental to both academic and social development learning outcomes. This study also demonstrates how kindergarteners of color and children from lower SES disproportionately have teachers with high levels of basic Academic and Self-Regulation expectations. I conclude this dissertation with a discussion of these findings in relation to existing literature, limitations of this study, and implications for future research and policy. Such implications include further exploration of basic verses academic instruction in kindergarten and how teachers might incorporate both and inclusion of kindergarten standards and guidance that includes play and movement.
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