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Descriptors:
Instructional Materials; Kindergarten; Ethnography; Foreign Countries; Educational Change; Early Childhood Education; Local Government; Young Children; Qualitative Research; Rural Areas; Educational History; Educational Policy; Mentors; Faculty Development; Social Change; Economic Change; Interviews; Teacher Attitudes; Administrator Attitudes

Abstract:
By far, literature regarding Chinese early childhood education and care (ECEC) has primarily focused on Youeryuan in urban settings. Youeryuan is the everyday Chinese term used for ECEC programs serving children ages three to six, which does include the U.S. version of the kindergarten year. This paper will refer to Youeryuan rather than the Western definitions of preschool or kindergarten so as to maintain authenticity. Furthermore, this paper will focus on the history and development of rural Youeryuan based on a qualitative study of the government-owned, privately operated Youeryuan that represent the current reform initiatives in early childhood in China. Through teacher and administrator interviews, onsite observations using ECERS-R, and school documents, the lead author immersed herself in rural Youeryuan as part of a larger ethnographic study in China in the midst of economic and educational transformations. The findings of this study revealed themes related to increased government investment, improved school policies, the lack of instructional materials, curriculum and instruction issues, local government support for professional development, administrative support for instruction, and the need for mentoring for teachers. (Contains 1 table.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Gifted; Identification; Cognitive Ability; Intelligence; Screening Tests; Talent Development; Predictive Validity; Disproportionate Representation; Grade 2; Comparative Analysis; English Language Learners; Kindergarten; Grade 1; Correlation; Effect Size; Scores; Elementary School Students

Abstract:
The Naglieri Nonverbal Ability Test, Second Edition (NNAT2), is used widely to screen students for possible inclusion in talent development programs. The NNAT2 claims to provide a more culturally neutral evaluation of general ability than tests such as Form 6 of the Cognitive Abilities Test (CogAT6), which has Verbal and Quantitative batteries in addition to a Nonverbal battery. This study compared the performance of 5,833 second graders who took the CogAT6 and 4,038 kindergartners, first graders, and second graders who took the NNAT2 between 2005 and 2011 as part of a grade-wide screening for a gifted program. Comparison between minorities and Whites on the CogAT6 and the NNAT2 found slightly larger gaps on the CogAT6 Composite for Hispanics and English-Language Learners (ELL) but the same gap for Black students. Considered alone, the Nonverbal battery of CogAT6 produced smaller gaps than the NNAT2 for Blacks, Hispanics, Asians, and ELL students. Fisher's exact tests showed no significant differences between the CogAT6 Composite and the NNAT2 in subgroup identification rates at hypothetical cuts for gifted identification (top 20%, 10%, or 5%), except for Asian and ELL students. The CogAT6 Nonverbal score appeared to identify as many or more high-ability students from underrepresented groups as the NNAT2. Wechsler Intelligence Scale for Children, Fourth Edition, follow-up on the top 5% showed greater predictive validity for the CogAT6 Composite. These results suggest that gifted programs should not assume that using a figural screening test such as the NNAT2, without other adjustments to selection protocol, will address minority underrepresentation. (Contains 5 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Kindergarten; Foreign Countries; Educational Change; Social Values; Moral Values; Power Structure; Discourse Analysis; Educational History; Global Approach; School Readiness; Social Change

Abstract:
This article examines the relevance of postcolonialism in early childhood education, with special reference to the kindergarten education system of South Korea. Most of the research on Korean kindergarten education has conceptualized it as preparing children for their later schooling and helping them learn the moral and social values most desired by society. In order to problematize such a monolithic conceptualization of kindergarten education, this article intends to reconceptualize it by analysing Korean kindergarten education in the context of its postcolonial condition. Using a postcolonial framework and Foucault's concepts of power and discourse, this article provides significant insights into reclaiming kindergarten education as a historical, cultural, and discursive product. With a specific focus on different conceptions of "readiness" as an example, how kindergarten education in Korea has become hybrid through postcolonial experiences is further elaborated. (Contains 11 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Reading Achievement; Program Effectiveness; Intervention; Kindergarten; Experimental Groups; Beginning Reading; Reading Difficulties; Control Groups; Reading Instruction; At Risk Students; Hierarchical Linear Modeling; Young Children; Decoding (Reading); Effect Size; Reading Skills; Gender Differences; Comparative Analysis; Teaching Methods; Racial Differences

Abstract:
The purpose of this varied replication study was to evaluate the effects of a supplemental reading intervention on the beginning reading performance of kindergarten students in a different geographical location and in a different instructional context from the initial randomized trial. A second purpose was to investigate whether students who received the intervention across both the initial and replication studies demonstrated similar learning outcomes. Kindergarten students (n = 162) identified as at risk of reading difficulty from 48 classrooms were assigned randomly at the classroom level either to a commercial program (i.e., Early Reading Intervention; Pearson/Scott Foresman, 2004) that included explicit/systematic instruction (experimental group) or school-designed typical practice intervention (comparison group). Both interventions were taught by classroom teachers for 30 min per day in small groups for approximately 100 sessions. Multilevel hierarchical linear analyses revealed no statistically significant differences between conditions on any measure. Combined analyses that included students from both the initial and replication studies suggested that differences in the impact of the intervention across studies were largely explained by mean differences in the comparison group students' response to school-designed intervention. (Contains 10 tables, 1 figure, and 1 footnote.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Science Achievement; Learning Motivation; Kindergarten; Science Instruction; Scientific Literacy; Family Programs; Science Activities; Low Income; Program Effectiveness; Comparative Analysis; Knowledge Level; Self Efficacy; Educational Environment; Family Environment

Abstract:
We examined science learning and motivation outcomes as a function of children's participation in the classroom and classroom-plus-home components of the Scientific Literacy Project (SLP). The sample was comprised of kindergarten children in 4 low income, neighboring schools. Children in Schools 1 and 2 (n = 120) participated in the SLP science activities. Of these children, 79 participated in the classroom component of the SLP whereas 41 participated in both the classroom and home components. A comparison group of children in schools 3 and 4 (n = 74) participated in regular science activities. We identified science learning, achievement, and motivational benefits for the SLP groups. Additional benefits for children who participated in both the classroom and home components of the SLP were greater gains in general science knowledge, higher levels of positive self-competence beliefs for science, perceived family support for learning science, and independence for learning science. (Contains 11 tables and 3 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Conflict; Cultural Awareness; Cultural Differences; Kindergarten; Qualitative Research; Classroom Techniques; Epistemology; Guidelines; Foreign Countries

Abstract:
The concept of homogenization is highlighted in the current discourse of postcolonialism in the educational arena. However, this concept strengthens the dimension of cultural convergence, but not the dimension of cultural divergence. Furthermore, an overly dualistic view is also aligned with the concept of homogenization and then leads to the neglect of the phenomenon of cultural hybridity and the studies of cultural differences. Through a qualitative study in a Taiwanese kindergarten, this study investigates whether any cultural hybridity appears in classroom practices, and what happens in the process. The results indicate that the concept of cultural hybridity is more suitable to explain the complex phenomena in schools, and both the ontologically and epistemologically cultural aspects are interwoven in the process of hybridity. According to the results, I propose a three-stage framework to interpret the development of hybridity: the extent of the matched context, the extent of cultural conflict, and the awareness of cultural difference. (Contains 2 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Reading Programs; Computer Assisted Instruction; Beginning Reading; Alphabets; Reading Fluency; Reading Comprehension; Elementary School Students; Kindergarten; Grade 1; Grade 2; Grade 3; Intervention; Educational Research; Foreign Countries

Abstract:
"Fast ForWord"[R] is a computer-based reading program intended to help students develop and strengthen the cognitive skills necessary for successful reading and learning. The program, which is designed to be used 30-100 minutes a day, 5 days a week, for 4-16 weeks, includes three series. The "Fast ForWord[R] Language" series and the "Fast ForWord[R] Literacy" series aim to build cognitive skills such as memory, attention, processing, and sequencing. They also strive to build language and reading skills, including listening accuracy, phonological awareness, and knowledge of language structures. The "Fast ForWord[R] to Reading" series (also known as the "Fast ForWord[R] Reading" series) aims to increase processing efficiency and further improve reading skills such as sound-letter associations, phonological awareness, word recognition, knowledge of English language conventions, vocabulary, and comprehension. The program is designed to adapt the nature and difficulty of the content based on individual student's responses. The What Works Clearinghouse (WWC) identified 342 studies that investigated the effects of "Fast ForWord"[R] on the reading skills of beginning readers. The WWC reviewed 25 of those studies against group design evidence standards. Seven studies (Borman, Benson, & Overman, 2009; Scientific Learning Corporation, 2004, 2005a, 2005b, 2005c, 2006, 2007) are randomized controlled trials that meet WWC evidence standards without reservations, and two studies (Overbay & Baenen, 2003; Scientific Learning Corporation, 2008) are quasi-experimental designs that meet WWC evidence standards with reservations. Those nine studies are summarized in this report. Sixteen studies do not meet WWC evidence standards. The remaining 317 studies do not meet WWC eligibility screens for review in this topic area. Appended are: (1) Research details for Borman, Benson, & Overman, 2009; (2) Research details for Scientific Learning Corporation, 2004; (3) Research details for Scientific Learning Corporation, 2005a; (4) Research details for Scientific Learning Corporation, 2005b; (5) Research details for Scientific Learning Corporation, 2005c; (6) Research details for Scientific Learning Corporation, 2006; (7) Research details for Scientific Learning Corporation, 2007; (8) Research details for Overbay and Baenen, 2003; (9) Research details for Scientific Learning Corporation, 2008; (10) Outcome measures for each domain; (11) Findings included in the rating for the alphabetics domain; (12) Findings included in the rating for the reading fluency domain; (13) Findings included in the rating for the comprehension domain; (14) Description of subgroup findings for the alphabetics domain; and (15) Description of subgroup findings for the reading fluency domain. A glossary of terms is included. (Contains 14 tables and 23 endnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Program Effectiveness; Program Evaluation; Preschool Education; Preschool Children; Disadvantaged Youth; Federal Government; Followup Studies; Grade 3; Elementary School Students; Outcomes of Education; School Readiness; Kindergarten

Abstract:
In 2008, the Department of Health and Human Services (HHS) completed data collection for its third-grade follow-up study of Head Start, a federal preschool program designed to improve the kindergarten readiness of low-income children. Four years later, just before Christmas, the agency finally published the results of the congressionally mandated evaluation. Since 1965, taxpayers have spent more than $180 billion on Head Start. Yet, over the decades, this Great Society relic has failed to improve academic outcomes for the children it was designed to help. The third-grade follow-up evaluation is the latest in a growing body of evidence that should urge policymakers to seriously consider Head Start's future. HHS has released definitive evidence that the federal government's 48-year experiment with Head Start has failed children and left taxpayers a tab of more than $180 billion. In the interest of children and taxpayers, it's time for this nearly half-century experiment to come to an end. "If" the federal government continues to fund Head Start, policymakers should allow states to make their Head Start dollars portable, following children to a private preschool provider of choice. (Contains 17 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Graduation Requirements; Higher Education; Educational Finance; Educational Attainment; Kindergarten; Graduation; Public Education; Elementary Secondary Education; Master Plans; Preschool Education; Access to Education; Teacher Supply and Demand; State Boards of Education; College Admission; Education Work Relationship; Partnerships in Education; High Schools; Academic Standards; State Standards; Accountability; Academic Achievement; Educational Indicators; Educational Improvement; College Readiness; Graduation Rate; Career Readiness; Alignment (Education)

Abstract:
This paper complies with the requirements established in T.C.A. Section 49-1-302(a)(10). The act directs the State Board of Education and the Tennessee Higher Education Commission to provide a report to the Governor and General Assembly, all public schools, and institutions of higher learning and their respective boards. This report is to include, but is not limited to, a discussion of the following four areas: (1) Minimizing Duplication: The extent of duplication in elementary, secondary and postsecondary education; (2) Compatibility: The extent of compatibility between high school graduation requirements and admission requirements of postsecondary institutions; (3) Master Plan Fulfillment: The extent to which respective master plans of the board and the higher education commission are being fulfilled; and (4) State Needs in Public Education: The extent to which state needs in public education are being met as determined by such board and commission. This year's joint report marks the continuation of a new era for education in Tennessee, which began during the special session of the 106th General Assembly (2010) and included passage of the First to the Top and the Complete College Tennessee Acts. Both Acts focus on raising the level of statewide accountability and support in K-12 schools and institutions of higher education. Legislation from the 106th General Assembly provides the framework for collaboration between all state systems of education, addressing the overarching need to produce a higher proportion of college- and career-ready graduates. Tennessee will use this framework to make significant progress toward increasing postsecondary educational attainment to the national average by 2025. Appended are: (1) Tennessee High School Graduation Requirements; (2) Minimum High School Course Requirements for Regular Undergraduate Admissions to Tennessee Public Higher Education Institutions; and (3) Tennessee College and Career Ready Goals and Indicators. (Contains 3 tables, 1 figure and 3 footnotes.) [For "Annual Joint Report on Pre-Kindergarten through Higher Education in Tennessee, 2012", see ED540084.] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Beginning Reading; Phonics; Spelling Instruction; Vocabulary Development; Intervention; Primary Education; Kindergarten; Grade 1; Grade 2; Grade 3; Instructional Effectiveness; Educational Research

Abstract:
"Words Their Way"[TM] is an approach to phonics, vocabulary, and spelling instruction for students in kindergarten through high school. The program can be implemented as a core or supplemental curriculum and aims to provide a practical way to study words with students. The purpose of word study (which involves examining, manipulating, comparing, and categorizing words) is to reveal logic and consistencies within written language and to help students achieve mastery in recognizing, spelling, and defining specific words. The What Works Clearinghouse (WWC) identified 29 studies of "Words Their Way"[TM] for beginning readers that were published or released between 1983 and 2012. One study is within the scope of the Beginning Reading review protocol but does not meet WWC evidence standards. The study uses a quasi-experimental design but does not establish that the comparison group was comparable to the intervention group prior to the start of the intervention. Fifteen studies are out of the scope of the Beginning Reading review protocol because they have an ineligible study design. Eleven studies are literature reviews or meta-analyses. Four studies do not use a comparison group design, a regression discontinuity design, or a single-case design. Thirteen studies are out of the scope of the Beginning Reading review protocol for reasons other than study design. Eleven studies do not use a sample aligned with the protocol--the sample does not fall within the Beginning Reading grade range of K-3. Two studies include fewer than 50% general education students. A glossary of terms is included. (Contains 3 endnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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