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Blevins, Kathryn – ProQuest LLC, 2018
The purpose of this basic qualitative research study was to identify the extent to which kindergarten teachers understand and implement inquiry-based instruction in their science classrooms. This study was conducted in response to the indication that traditional didactic teaching methods were not enough to adequately prepare American students to…
Descriptors: Kindergarten, Preschool Teachers, Knowledge Level, Knowledge Base for Teaching
Scheuer, Nora; Santamaria, Flavia Irene; Echenique, Mónica Haydée – Early Child Development and Care, 2017
The aim of this study is to achieve a deeper understanding of the repertoire of cognitive resources children can display in the process of learning numbers. Forty-two children attending Age 4 Kindergarten Class or Year-One in Argentina were individually interviewed, based on a semi-structured script requiring them to represent definite and…
Descriptors: Cognitive Processes, Numeracy, Mathematics Skills, Kindergarten
Muller, Meir – Journal of Jewish Education, 2013
Having an educational theory as a school's foundation is a key component in successful educational endeavors. However, many Jewish early childhood programs do not commonly use educational theory to support methods of instruction. In this study 14 children from a constructivist-based Jewish kindergarten class are interviewed to determine how they…
Descriptors: Early Childhood Education, Constructivism (Learning), Educational Theories, Teaching Methods
Williams, Jennifer S. – ProQuest LLC, 2012
In 2011, a small Midwestern school district referred an increasing number of 2nd-4th grade students, with reading problems due to phonetic and phonological awareness deficits, to the district's intervention team. Framed in Shulman's pedagogical content knowledge model and the International Dyslexia Association's phonological deficit theory of…
Descriptors: Elementary School Students, Dyslexia, Phonological Awareness, Kindergarten