What Are the Goals of Kindergarten? Teachers’ Beliefs and Their Perceptions of the Beliefs of Parents and of Agents of the Education System

References

• Alliance for High Quality Education in the Early Years of Schooling. (2014). Early Childhood Teachers’ Association of Western Australia Magazine, 172, 5–20. Retrieved from http://www.ectawa.org.au/uploads/1/5/8/3/15833974/june_newsletter_2014.pdf
   Google Scholar
• Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3 (2), 77–101. doi:10.1191/1478088706qp063oa
   Google Scholar
• Bronfenbrenner, U. (1979). The ecology of human development: Experiments by nature and design. Cambridge, MA: Harvard University Press.
   Google Scholar
• Brown, R., Scull, J., Nolan, A., Raban, B., & Deans, J. (2012). Young learners: Mapping the beliefs and practices of preschool teachers in relation to early literacy development. The Australian Educational Researcher, 39 (3), 313–331. doi:10.1007/s13384-012-0061-0
   Web of Science ®Google Scholar
• Chan, W. L. (2010). The transition from kindergarten to primary school, as experienced by teachers, parents and children in Hong Kong. Early Child Development and Care, 180 (7), 973–993. doi:10.1080/03004430802586130
   Google Scholar
• Christenson, S. L., & Sheridan, S. M. (2001). School and families: Creating essential connections for learning. New York, NY: Guilford Press
   Google Scholar
• Creswell, J. W. (2003). Qualitative, quantitative, and mixed methods approaches (2nd ed.). Thousand Oaks, CA: Sage.
   Google Scholar
• Denton, K., & West, J. (2002). Children’s reading and mathematics achievement in kindergarten and first grade. Education Statistics Quarterly, 4 (1), 19–26. doi:10.1037/e492182006-005
   Google Scholar
• Dockett, S., & Perry, B. (2004). What makes a successful transition to school? Views of Australian parents and teachers. International Journal of Early Years Education, 12, 217–230. doi:10.1080/0966976042000268690
   Google Scholar
• Edwards, A. (2000). Research and practice: Is there a dialogue? In H. Penn (Ed.), Early childhood services: Theory, policy and practice (pp. 184–199). Buckingham, England: Open University Press.
   Google Scholar
• Elkind, D. (2012). Knowing is not understanding: Fallacies and risks of early academic instruction. Young Children, 67 (1), 84–87.
   Google Scholar
• Fang, Z. (1996). A review of research on teacher beliefs and practices. Educational Research, 38, 47–65. doi:10.1080/0013188960380104
   Web of Science ®Google Scholar
• Fantuzzo, J., McWayne, C., Perry, M. A., & Childs, S. (2004). Multiple dimensions of family involvement and their relations to behavioral and learning competencies for urban, low-income children. School Psychology Review, 33 (4), 467–480.
   Web of Science ®Google Scholar
• Fives, H., & Buehl, M. M. (2012). Spring cleaning for the messy construct of teachers’ beliefs: What are they? Which have been examined? What can they tell us? In K. R. Harris, S. Graham, & T. Urdan (Eds.), APA educational psychology handbook: Individual differences and cultural and contextual factors (Vol. 2, pp. 471–499). Washington, DC: American Psychological Association.
   Google Scholar
• Fleer, M. (2003). Early childhood education as an evolving “community of practice” or lived “social reproduction”: Researching the “taken-for-granted.” Contemporary Issues in Early Childhood, 4 (1), 64–79. doi:10.2304/ciec.2003.4.1.7
   Google Scholar
• Fleer, M. (2011). “Conceptual play”: Foregrounding imagination and cognition during concept formation in early years education. Contemporary Issues in Early Childhood, 12 (3), 224–240. doi:10.2304/ciec.2011.12.3.224
   Google Scholar
• Gallant, P. A. (2009). Kindergarten teachers speak out: “Too much, too soon, too fast!” Reading Horizons, 49 (3), 201–220. Retrieved from http://scholarworks.wmich.edu/reading_horizons/vol49/iss3/3
   Google Scholar
• Goldstein, L. S. (2007). Beyond the DAP versus standards dilemma: Examining the unforgiving complexity of kindergarten teaching in the United States. Early Childhood Research Quarterly, 22 (1), 39–54. doi:10.1016/j.ecresq.2006.08.001
   Web of Science ®Google Scholar
• Goodfellow, J., & Sumsion, J. (2003). Transformative pathways in becoming an early childhood teacher. In O. N. Saracho & B. Spodek (Eds.), Studying teachers in early childhood settings (pp. 59–78). Greenwich, CT: Information Age.
   Google Scholar
• Grace, D. J., & Brandt, M. E. (2006). Ready for success in kindergarten: A comparative analysis of teacher, parent, and administrator beliefs in Hawaii. Journal of Early Childhood Research, 4 (3), 223–258. doi:10.1177/1476718X06067578
   Google Scholar
• Hatch, J. A. (2002). A special section on personalized instruction accountability shovedown: Resisting the standards movement in early childhood education. Phi Delta Kappan, 83 (6), 457–462.
   Web of Science ®Google Scholar
• Hatcher, B., Nuner, J., & Paulsel, J. (2012). Kindergarten readiness and preschools: Teachers’ and parents’ beliefs within and across programs. Early Childhood Research and Practice, 14 (2). Retrieved from http://ecrp.uiuc.edu/v14n2/hatcher.html
   Google Scholar
• Heaviside, S., & Farris, E. (1993). Public school kindergarten teachers’ views on children’s readiness for school (NCES Publication No. 93410). Washington, DC: National Center for Education Statistics.
   Google Scholar
• Hollingsworth, H. L., & Winter, M. K. (2013). Teacher beliefs and practices relating to development in preschool: Importance placed on social–emotional behaviours and skills. Early Child Development and Care, 183, 1758–1781. doi:10.1080/03004430.2012.759567
   Google Scholar
• Isenberg, J. P. (1990). Reviews of research: Teachers’ thinking and beliefs and classroom practice. Childhood Education, 66 (5), 322–327. doi:10.1080/00094056.1990.10522549
   Google Scholar
• Kim, J., Murdock, T., & Choi, D. (2005). Investigation of parents’ beliefs about readiness for kindergarten: An examination of National Household Education Survey. Educational Research Quarterly, 29 (2), 3–17.
   Google Scholar
• Kowalski, K., Pretti-Frontczak, K., & Johnson, L. (2001). Preschool teachers’ beliefs concerning the importance of various developmental skills and abilities. Journal of Research in Childhood Education, 16 (1), 5–14. doi:10.1080/02568540109594970
   Google Scholar
• Lee, J. S., & Ginsburg, H. P. (2007). Preschool teachers’ beliefs about appropriate early literacy and mathematics education for low- and middle-socioeconomic status children. Early Education & Development, 18 (1), 111–143. doi:10.11080/10409280701274758
   Google Scholar
• Lee, V. E., & Burkam, D. T. (2002). Inequality at the starting gate: Social background differences in achievement as children begin school. Retrieved from http://www.epi.org/publication/books_starting_gate/
   Google Scholar
• Lin, H., Lawrence, J. R., Gorrell J. (2003). Kindergarten teachers’ views of children’s readiness for school. Early Childhood Research Quarterly, 18 (2), 225–237. doi:10.1016/S0885-2006(03)00028-0
   Web of Science ®Google Scholar
• Mansour, N. (2009). Science teachers’ beliefs and practices: Issues, implications and research agenda. International Journal of Environmental & Science Education, 4 (1), 25–48.
   Google Scholar
• McMullen, M. B. (1999). Characteristics of teachers who talk the DAP talk and walk the DAP walk. Journal of Research in Childhood Education, 13 (2), 216–230. doi:10.1080/02568549909594742
   Google Scholar
• Ministry of Education (2010). Preschool educational practice. guidelines for preschool teachers. Jerusalem: Author. Retrieved from http://www.oecd.org/edu/school/48990155.pdf
   Google Scholar
• Ministry of Education, Sport and Culture. (2006). Tochnit limudim “Tashtih likrat kria ve-ktiva ba- gan” [National curriculum: A foundation towards reading and writing in the kindergarten]. Jerusalem, Israel: Author.
   Google Scholar
• Ministry of Education, Sport and Culture. (2007). Tochnit limudim “Chinuch Gufani ba-gan” [National curriculum: Kindergarten physical education curriculum]. Jerusalem, Israel: Author.
   Google Scholar
• Ministry of Education, Sport and Culture. (2008). Tochnit limudim “Matematika ba-gan” [National curriculum: Kindergarten physical education curriculum]. Jerusalem, Israel: Author.
   Google Scholar
• Mitchell, L. C., & Hegde, A. V. (2007). Beliefs and practices of in-service preschool teachers in inclusive settings: Implications for personnel preparation. Journal of Early Childhood Teacher Education, 28 (4), 353–366. doi:10.1080/10901020701686617
   Google Scholar
• National Center for Education Statistics. (1995). Readiness for kindergarten: Parent and teacher beliefs. Retrieved from http://nces.ed.gov/pubs93/web/93257.asp
   Google Scholar
• Organisation for Economic Co-operation and Development. (2006). Starting Strong II: Early childhood education and care. Retrieved from http://www.oecd.org/document/63/0,3343,en_2649_39263231_37416703_1_1_1_1,00.html#ES
   Google Scholar
• Organisation for Economic Co-operation and Development. (2013). OECD economic surveys: Israel. Retrieved from http://www.oecd.org/economy/surveys/2013%20ISRAEL%20Overview.pdf
   Google Scholar
• Pajares, F. (1992). Teachers’ beliefs and educational research: Cleaning up a messy construct. Review of Educational Research, 62 (3), 307–332. doi:10.3102/00346543062003307
   Web of Science ®Google Scholar
• Parker, A., & Neuharth-Pritchett, S. (2006). Developmentally appropriate practice in kindergarten: Factors shaping teacher beliefs and practice. Journal of Research in Childhood Education, 21 (1), 65–78. doi:10.1080/02568540609594579
   Google Scholar
• Pedersen, S., & Liu, M. (2003). Teachers’ beliefs about issues in the implementation of a student-centered learning environment. Educational Technology Research and Development, 51 (2), 57–76. doi:10.1007/BF02504526
   Web of Science ®Google Scholar
• Piotrkowski, C. S., Botsko, M., & Matthews, E. (2001). Parents’ and teachers’ beliefs about children’s school readiness in a high-need community. Early Childhood Research Quarterly, 15 (4), 537–558. doi:10.1016/s0885-2006(01)00072-2
   Web of Science ®Google Scholar
• Pollock, K. (2013). Administrator and teachers’ perceptions of school success in a publicly funded Catholic school in Ontario, Canada. Journal of Catholic Education, 16 (2), 309–334. Retrieved from http://digitalcommons.lmu.edu/ce/vol16/iss2/1
   Google Scholar
• Rathbun, A., West, J., & Hausken, E. G. (2004). From kindergarten through third grade: Children’s beginning school experiences. Retrieved from http://nces.ed.gov/pubs2004/2004007.pdf
   Google Scholar
• Reding, C. A. (2008). Curricular orientations of Catholic school teachers and administrators (Unpublished doctoral dissertation). University of Kansas, Lawrence, KS.
   Google Scholar
• Rimm-Kaufman, S. E., & Pianta, R C. (1999). Patterns of family-school contact in preschool, and kindergarten. School Psychology Review, 28 (3), 426–438.
   Web of Science ®Google Scholar
• Senor, D., & Singer, S. (2009). Start-up nation: The story of Israel’s economic miracle. New York, NY: Grand Central.
   Google Scholar
• Shapira, R. (2001). Reading committee report. Report submitted by the Shapira Committee to the Israeli Minister of Education. Jerusalem, Israel: Ministry of Education.
   Google Scholar
• Snapir, M., Sitton, S., & Russo-Zimet, G. (2012). Meʼah shenot gan yeladim be-Erets Yiśraʼel [Israeli kindergarten in the 20th century]. Sde Boker, Israel: The Ben Gurion Research Institute, Ben Gurion University of Negev.
   Google Scholar
• Spodek, B., Saracho, O. N., & Davis, M. D. (1991). Foundations of early childhood education: Teaching three, four, and five year old children. Englewood Cliffs, NJ: Prentice Hall.
   Google Scholar
• Teddlie, C., & Tashakkori, A. (2009). Foundations of mixed methods research: Integrating quantitative and qualitative approaches to the social and behavioral sciences. Thousand Oaks, CA: Sage.
   Google Scholar
• Thompson, A. G. (1992). Teachers’ beliefs and conceptions: A synthesis of the research. In D. A. Grouws (Ed.), Handbook of research on mathematics teaching and learning (pp. 127–146). New York, NY: Macmillan.
   Google Scholar
• Trivette, C. M., Dunst, C. J., Hamby, D. W., & Meter, D. (2012). Relationship between early childhood practitioner beliefs and the adoption of innovative and recommended practices. Research Brief, 6 (1), 1–12. Retrieved from the Tots n Tech Research Institute website: http://tnt.asu.edu/files/TotsNTech_ResearchBrief_v6_n1_2012.pdf
   Google Scholar
• Tyler, K. P. (2012). The impact of the shifting knowledge base, from development to achievement, on early childhood education programs. Forum on Public Policy, 2012 (1), 1–15. Retrieved from http://forumonpublicpolicy.com/vol2012.no1/archive/tyler.pdf
   Google Scholar
• Tzuo, P. -W., Tan, L. S., & Yang, C. -H. (2013). Identifying domains of ideas to influence early childhood teachers’ beliefs in globalisation: A mixed-method study. Early Child Development and Care, 183 (2), 247–264. doi:10.1080/03004430.2012.671814
   Google Scholar
• Van Veen, K., & Sleegers, P. (2006). How does it feel? Teachers’ emotions in a context of reform. Journal of Curriculum Studies, 38 (1), 85–111. doi:10.1080/00220270500109304
   Web of Science ®Google Scholar
• Vartuli, S. (2005). Beliefs: The heart of teaching. Young Children, 60 (5), 76–86.
   Google Scholar
• Wenger, E. (2000). Communities of practice and social learning systems. Thousand Oaks, CA: Sage.
   Google Scholar
• Wien, C. A. (2004). Negotiating standards in the primary classroom: The teacher’s dilemma. New York, NY: Teachers College Press
   Google Scholar
• Woolfolk-Hoy, A., Davis, H., & Pape, S. J. (2006). Teacher knowledge and beliefs. In P. A. Alexander & P. H. Winne (Eds.), Handbook of educational psychology (2nd ed., pp. 715–737). Mahwah, NJ: Erlbaum.
   Google Scholar
• Yero, J. L. (2002). Teaching in mind: How teacher thinking shapes education. Hamilton, MT: MindFlight.
   Google Scholar
• Zembylas, M. (2010). Teacher emotions in the context of educational reforms. In A. Hargreaves, M. Fullan, A. Lieberman, & D. Hopkins (Eds.), International handbook of educational change (pp. 219–234). Dordrecht, The Netherlands: Springer.
   Google Scholar