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Supporting High Quality Reading Instruction in Early Childhood Education : = A Collaboration Between Instructional Leaders and Teachers.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Supporting High Quality Reading Instruction in Early Childhood Education :/
Reminder of title:	A Collaboration Between Instructional Leaders and Teachers.
Author:	Neat, Kenneth J.
Description:	1 online resource (144 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 84-11, Section: A.
Contained By:	Dissertations Abstracts International84-11A.
Subject:	Education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30425390click for full text (PQDT)
ISBN:	9798379508852

Supporting High Quality Reading Instruction in Early Childhood Education : = A Collaboration Between Instructional Leaders and Teachers.
Neat, Kenneth J.

Supporting High Quality Reading Instruction in Early Childhood Education :A Collaboration Between Instructional Leaders and Teachers. - 1 online resource (144 pages)

Source: Dissertations Abstracts International, Volume: 84-11, Section: A.

Thesis (D.Ed.)--American University, 2023.

Includes bibliographical references

Legislation such as the No Child Left Behind (NCLB) and Every Student Succeeds Act (ESSA) have emphasized student achievement and test scores. As a result, the landscape of the kindergarten classroom has changed from a more play-based environment to a more academic-based classroom. This shift has caused pre-kindergarten to shift their practices as well, and researchers, policymakers and educators argue that some pre-kindergarten programs are not preparing children for kindergarten. This study seeks to examine how an instructional coach can effectively monitor and support the reading infrastructure in pre-kindergarten and kindergarten in a way that yields positive academic results for students and high-quality instruction for teachers. The intervention centered around three frameworks: implementation and infrastructure, vertical alignment, and curriculum. Through a mixed methods approach, an intervention was designed and implemented in a Professional Development (PD) format. This intervention allowed pre-kindergarten and kindergarten teachers to voice their ideas and work collaboratively with an instructional leader as they sought to create a vertical alignment between the two grades. Three significant implications emerged from the findings: the participants desire coaching in a way that their current infrastructure does not allow, pre-kindergarten teachers' knowledge development of reading instruction and implementation, and the leaders' need to create the infrastructure for pre-kindergarten and kindergarten teachers to align their instruction vertically. The study concludes with recommendations for the researcher, the school district, and the educational community.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2023

Mode of access: World Wide Web

ISBN: 9798379508852Subjects--Topical Terms:

516579
Education.
Subjects--Index Terms:

NCLBIndex Terms--Genre/Form:

542853
Electronic books.

Supporting High Quality Reading Instruction in Early Childhood Education : = A Collaboration Between Instructional Leaders and Teachers.
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