Language: English

Abstract/Notes: Early childhood education has been shown to positively impact future academic performance, as well as social and emotional development. With ever-increasing demands being placed on children's academic performances, school readiness has become a key component of academic success. The purpose of this quantitative causal-comparative study was to examine the effectiveness of different early childhood curriculum models in preparing children for kindergarten, and to investigate whether one early childhood curriculum model better prepares students than another. The theoretical framework for the study is based on the developmental constructivist theories of Piaget, Vygotsky, Erikson, and Dewey. Kindergarten teachers assessed school readiness by administering the Kindergarten Observation Form. Each student had matriculated from either Montessori, High/Scope, or Reggio Emilia programs or early childhood programs without an identified curriculum model. Kindergarten teachers rated students on 24 items related to areas of cognitive, linguistic, social, emotional, and physical development. ANOVA and post-hoc tests revealed that students matriculating from programs without an identified curriculum model scored significantly better than their counterparts, F (3,122) = 5.33, p = .002. Implications for social change include improved kindergarten readiness on the part of students, increased awareness by educators as to best practices in early childhood education, and, a move towards understanding the types of environments in which children learn best.

Language: English

Published: Minneapolis, Minnesota, 2012

Language: Dutch

Published: Groningen, The Netherlands: Wolters-Noordhoff, 1974

Language: English

Language: English

Abstract/Notes: The purpose of this research; What is the opinion of teachers about organizational trust and how they change in kindergartens undergoing change process. The study focused on the teachers' organizational trust and resistance to change after they experienced change by adopting the Montessori education model of 10 state kindergartens in the Beylikdüzü and Üsküdar districts of Istanbul in the 2018-2019 academic year. Teachers were also affected by this change and started teaching according to the new model. In the research conducted in qualitative design, the opinions of the teachers were obtained through face-to-face interview forms. Teachers' opinions were examined with descriptive technique, organizational trust and resistance to change were revealed, and tabulation, sorting, and grouping techniques were used to describe the findings. At the end of the research, it was determined that teachers have organizational trust, but they are also worried because of the change. In the detailed examination of the opinions, it was determined that they trust the most of their colleagues and at least the school administration. In terms of resistance to change, it is obtained that they show resistance at the level of "cautiousness" for economic, familial, psychological and sociological reasons. While opinions of advanced-aged teachers about change are more resilient than young teachers, organizational trust views are less trustworthy. / Bu araştırmanın amacı;Değişim süreci yaşayan anaokullarında örgütsel güvene ilişkin öğretmen görüşlerinin neler olduğu ve nasıl değiştiğinin incelenmisidir.Çalışma 2018-2019 eğitim öğretim yılında İstanbul Beylikdüzü ve Üsküdar ilçelerinde klasik eğitim yapan 10 devlet anaokulunun Montessori eğitim modelini benimseyerek değişim yaşadıktan sonra öğretmenlerin örgütsel güven ve değişime karşı direnç görüşlerini konu edinmiştir. Bu değişimden öğretmenler de etkilenerek yeni modele göre öğretmenlik yapmaya başlamışlardır. Nitel desende yürütülen araştırmada öğretmenlerin görüşleri yüzyüze görüşme formlarıyla elde edilmiştir. Öğretmen görüşleri betimsel teknikle incelenerek örgütsel güven ve değişime direnç görüşleri ortaya çıkartılmış, bulguların betimlenmesinde tablolaştırma, sıralama, gruplandırma tekniklerinden yararlanılmıştır. Araştırma sonunda öğretmenlerin örgütsel güvene sahip oldukları fakat yaşanan değişiklik nedeniyle kaygı da kuydukları tespit edilmiştir. Görüşlerin detaylı incelenmesinde en fazla meslektaşlarına, en az da okul yönetimine güven duydukları tespit edilmiştir. Değişime direnç bakımından ise ekonomik, ailesel, psikolojik ve sosyolojik sebeplerden dolayı "temkinlilik" seviyesinde bir direnç gösterdikleri sonucu elde edilmiştir. İleri yaşlı öğretmenlerin değişimle ilgili görüşleri genç öğretmenlere göre daha fazla direnç niteliğinde iken örgütsel güven görüşleri daha az güven niteliğindedir.

Language: Turkish

Published: Istanbul, Turkey, 2020

Language: English

Published: [S.I.]: s.n.], 1984

Language: English

ISSN: 1071-6246

Abstract/Notes: The purpose of this study was to investigate the relationship between self-concept and perceived levels of stress in the teaching profession at the elementary school level. The subjects of the study were teachers from two communities--Romulus, Michigan and Buffalo, New York. The subjects were chosen by the schools in which they taught and by the methods of teaching which they used. One-half of the total number of the subjects used traditional methods of teaching and one-half of the total number of the subjects used the Montessori Method of teaching. The responses of these teachers were gathered during the 1981 winter school term. The instruments used to gather the data for the study were the Tennessee Self Concept Scale, the Maslach Burnout Inventory, and a personal data questionnaire. The levels of self-concept of the subjects were taken as indicated by the means of the total positive scores of the Tennessee Self Concept Scale. The levels of the subjects' perceived stress were taken as indicated by the means from the Maslach Burnout Inventory in the areas of emotional exhaustion, depersonalization, and personal achievement. Pearson product-moment correlations were found to determine if a significant relationship existed between self-concept and the perceived stress of the subjects. Demographic data from the questionnaire were used to divide the subjects into categories which were investigated for significant differences. One way analyses of variance were performed of the self-concept and stress means of the categories to determine if significant differences existed. Statistical significance was chosen at the 0.05 alpha level. For the thirteen null hypotheses formulated and tested, it was concluded that the subjects indicating higher self-concept means, as measured by the Tennessee Self-Concept Scale, also indicated lower stress means, as indicated on the Maslach Burnout Inventory, in the areas of emotional exhaustion and depersonalization, and higher means in the area of personal achievement. Null hypotheses formulated indicating no significant differences of stress or self-concept when the subjects were categorized by teaching methods, years of formal education, number of years of teaching experience, classroom racial dominance, number of students in the classroom, or marital status were all accepted. No significant differences were found at the 0.05 alpha level. The subjects of this study were shown to be similar in life style, education, and work environments. Further studies might bring to light differences if more varied teachers, teaching methods, and levels of education were taken into consideration. Replication of the study may also provide valuable information if performed with subjects from independent schools. A search for areas which the teachers feel are stress producing may also contribute to significant research.

Language: English

Published: Columbus, Ohio, 1981

Language: English

Published: New York, New York: The Macmillan Company, 1913