Readiness for school: A study of parent, teacher, and preschool provider perspectives

A possible gap exists between what parents and preschool providers know concerning children's readiness for school and what they should know when compared to teacher expectations. Students are experiencing difficulty in early schooling as a result of this gap in perspectives. This study's purpose was to describe, explain, and analyze the perspectives of parents, teachers, and preschool providers concerning school readiness. The qualitative strategy of interviewing was used with six parents, six teachers, and two preschool provider participants. Interview transcripts, field notes, member checking, and document analysis were used to interpret data and support findings. Categorization and coding organized data and aided in theory development. ^ Major findings of the study include: (a) All participant groups stress social skills, communication skills, and enthusiasm as most valuable for school readiness; (b) All participant groups agree parents have primary responsibility for readiness preparation; (c) Many participants suggest variables concerning family, economics, and home life contribute to a lack of readiness; (d) Parents place greater value on academic skills than teachers or preschool providers; (e) Preschool programs are identified as having the potential to significantly influence readiness; (f) Communicating, providing positive learning experiences, and providing preschool experience are valuable ways to prepare students for school, yet, differences were found in the types of experiences noted; (g) Participant perspectives indicate that informing parents of readiness expectations is of major importance, and they offer suggestions to accomplish this goal such as using public libraries and pediatrician offices as houses for written information and having kindergarten teachers make presentations at preschools. ^ This study concludes that parents and preschool providers do have knowledge concerning readiness for school. They may not, however, be in a position to carry out their responsibilities due to the intervening variables that inhibit the amount of time, interaction, and communication they have with the children in their care. This study discloses the beliefs of parents and preschool providers that children are ready for school, while teachers conclude that many children are not ready. Suggestions for readiness preparation and information dissemination are significant findings that offer implications for practice and future study. ^

Implementing aspects of Blueprint 2000: Investigating readiness expectations in selected elementary schools in Broward County, Florida

The purpose of this research study was to investigate if the determination of school readiness as it was evaluated by Broward County kindergarten teachers on the Florida's Expectations of School Readiness checklist can be attributed to the effects of gender, chronological age on school entry, racial or ethnic background, attending public preschool, native language other than English, or socioeconomic status.^ This is a descriptive study in which the number of expectations passed or failed for each of the identifier categories was compared. The Chi-squared distribution was used to evaluate the null hypothesis that "chronological age at entry to school, gender, race or ethnicity, native language other than English, public preschool experience, and socioeconomic status have no effect on the determination of readiness for school". Results were confirmed using t-tests, ANOVA, and linear regression models. The cohort of 1555 Broward County students in the study were evaluated using the Florida's Expectations for School Readiness checklist and were determined not ready for school during the initial data collection year 1996-1997.^ The determination of school readiness was significantly dependent on the gender, and racial or ethnic background of the students in the cohort. The socioeconomic status and native language other than English designations were significant for students only in the areas of preacademic, academic and literacy development. Chronological age on entry to school or attendance in public preschool prior to entry in kindergarten for the cohort was not significant in the determination of readiness for school.^ Given the fact that this study followed only students that were determined not ready for school, it is recommended that a second cohort of both "ready" and "not ready" students be studied. ^

Middle school teachers perspectives on inclusion: A qualitative study

Historically, research has placed considerable emphasis on developing a systematic body of knowledge about education in which little voice has been given to teachers themselves. The critical role that teachers play in this generative process such as reflecting, acting and theorizing upon practices that shape life in the classroom has largely been ignored in favor of technical innovation and organizational procedure. As schools struggle to reform and restructure, an understanding of how teachers interpret their practices in context and how the culture of schools influence, constrain, or encourage these practices become critical aspects of school success or failure. ^ This study examined the perspectives on inclusion of seven middle school teachers as they attempted to include exceptional students in regular classes. The study utilized three forms of data collection: observations were made of participant interactions as they led their everyday school lives; document analysis was used as a means to gain an understanding of programs affecting exceptional students, and interviews were used to give voice to teacher's perceptions regarding inclusion, allowing description in their own words rather than those imposed by an outside inquirer. Data collection and analysis sought to identify emerging themes, categories and patterns, allowing for the creation of substantive theory grounded in empirical data. ^ The key issues that emerged in the study were considered in terms of three general categories. The first, teaching and learning, revealed stark contrasts in opinions regarding the type of human support thought necessary for successful inclusion. Regular educators clung to the traditional notion of solitary teachers directing all class activity, while exceptional educators preferred a more team-oriented approach. The second, school structure, revealed that highly collaborative structures were only partially successful in creating additional conversation between regular and exceptional educators. Collegiality was affected by lack of staff experience with the process as well as its implementation in a top-down fashion. The third, school culture and climate, revealed that regular educators believed the school was prepared for a limited amount of inclusion. Although exceptional educators acknowledged school readiness, they did not believe that inclusion was an important item on the school's reform agenda. ^

Algebra I and other predictors of high school dropout

This study investigated the relation of several predictors to high school dropout. The data, composed of records from a cohort of students ( N = 10,100) who entered ninth grade in 2001, were analyzed via logistic regression. The predictor variables were: (a) Algebra I grade, (b) Florida Comprehensive Assessment Test (FCAT) level, (c) language proficiency, (d) gender, (e) race/ethnicity, (f) Exceptional Student Education program membership, and (g) socio-economic status. The criterion was graduation status: graduated or dropped out. Algebra I grades were an important predictor of whether students drop out or graduate; students who failed this course were 4.1 times more likely to drop out than those who passed the course. Other significant predictors of high school dropout were language proficiency, Florida Comprehensive Assessment Test (FCAT) level, gender, and socio-economic status. The main focus of the study was on Algebra I as a predictor, but the study was not designed to discover the specific factors related to or underlying success in this course. Nevertheless, because Algebra I may be considered an important prerequisite for other major facets of the curriculum and because of its high relationship to high school dropout, a recommendation emerging from these findings is that districts address the issue of preventing failure in this course. Adequate support mechanisms for improving retention include addressing the students' readiness for enrolling in mathematics courses as well as curriculum improvements that enhance student readiness through such processes as remediation. Assuring that mathematics instruction is monitored and improved and that remedial programs are in place to facilitate content learning in all subjects for all students, but especially for those having limited English proficiency, are critical educational responsibilities.