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|a LB1139.4 .G66 2011_GonzalezJavier |2 BU-Local |
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|a Perceptions of kindergarten teachers regarding systemic constraints on the teacher/learner pedagogical relationship |h [electronic resource]. |
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|a Miami, Fla. : |b Barry University, |c 2011. |
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|a xi, 166 leaves ; |c 28 cm |
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|a Barry University Dissertations -- School of Education. |
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|a Thesis (Ph.D.)--Barry University, 2011. |
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|a Includes bibliographical references (leaves 123-133). |
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|a Copyright Javier Gonzalez. Permission granted to Barry University to digitize, archive and distribute this item for non-profit research and educational purposes. Any reuse of this item in excess of fair use or other copyright exemptions requires permission of the copyright holder. |
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|a The purpose of this multiple case study was to examine the perceptions of Kindergarten teachers regarding systemic constraints on the teacher/learner pedagogical relationship. As greater responsibility and increasing pressure is imposed on early childhood teachers to focus on a subject-centered curricula and accountability standards, less time is afforded to implementing developmentally appropriate practices. This qualitative study attained data from four randomly selected experienced Kindergarten teachers using interviews, classroom observations, and a review of classroom documents. An interview protocol focused on the following areas: (a) The Role of the Teacher, (b) The Learner, and (c) The Kindergarten Curriculum. Observations focused on four areas: 1) The Physical Ecology of the Setting, 2) The Social Ecology of the Setting, 3) The Formal/Academic Instruction Time of the Setting, and 4) The Enrichment Activities of the Setting. Document analysis was employed to provide the researcher with a means of describing and interpreting the documents of the setting including curricular guidelines, lesson plans, and class schedules. Data analysis consisted of two main phases. In the first phase, each individual case was analyzed, coded, and reported. In the second phase, cross-case analysis was employed to merge all cases and provide a more in-depth, comprehensive understanding of the research questions. Data analysis generated three highly prominent themes: 1) developmentally appropriate practices in the Kindergarten setting are compromised in a high stakes environment; 2) the instructional pacing of the curriculum has changed the dynamics of the Kindergarten classroom; and 3) academic skills are emphasized as a result of the push-down curriculum in Kindergarten settings. In sum, the Kindergarten teachers believed that the dynamics of the pedagogical relationship between the teacher and the learner have changed as a result of systemic constraints. Teachers from the study perceived that the push-down curriculum-imposed pressure to cover an academic curriculum throughout most of the day. However, the teachers maintained that even under the mounting pressures of the push-down curriculum, they were able to sustain a high sense of self-efficacy, still believing in their ability to help their students succeed. |
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|a Electronic reproduction. |c Barry University, |d 2020. |f (Barry University Digital Collections) |n Mode of access: World Wide Web. |n System requirements: Internet connectivity; Web browser software. |
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|a Barry University Archives and Special Collections. |
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|a Early childhood education |x Curricula |x United States. |
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|a Kindergarten teachers. |
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|a Educational accountability |x Florida. |
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|a Basic education |x Ability testing. |
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|a Barry University Digital Collections. |
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|a Theses and Dissertations. |
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|a BUDC |c Theses and Dissertations |
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|u http://sobekcmsrv.barrynet.barry.edu/AA00001527/00001 |y Click here for full text |
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|a https:/budc.barry.edu/content/AA/00/00/15/27/00001/LB1139_4 _G66 2011_GonzalezJavierthm.jpg |
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|a Theses and Dissertations |
