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Download full textSebastian Kiguel; Sarah Cashdollar; Meg Bates – Illinois Workforce and Education Research Collaborative, Discovery Partners Institute, 2024
In this report, we perform a descriptive analysis of kindergarten readiness in Illinois. We use data on the population of Illinois kindergarteners between the 2017-18 and 2021-22 school years provided by the Illinois State Board of Education (ISBE). In our analysis, we build on the existing literature and examine readiness over time, by domain,…
Descriptors: School Readiness, Child Development, Developmentally Appropriate Practices, Kindergarten
Peer reviewed
Direct linkKraatz, Elizabeth; von Spiegel, Jacqueline; Sayers, Robin; Brady, Anna C. – Theory Into Practice, 2022
Controversial topics may be uncomfortable for teachers to include in their in-class discussions. However, there are considerable cognitive and social-emotional benefits to engagement in controversial conversations, or classroom discussion about controversial topics. It is critical that teachers support students in respectful discussion to help…
Descriptors: Controversial Issues (Course Content), Educational Benefits, Discussion (Teaching Technique), Teaching Methods
Jumiaan, Ibrahim; Alelaimat, Ali; Ihmeideh, Fathi – Education 3-13, 2020
The researchers conducting this study explored kindergarten teachers' knowledge level of developmentally appropriate practice (DAP) in early years settings in Jordan. Data were collected from 180 kindergarten teachers working in Amman Governorate. A 37-item questionnaire was designed to reflect the concepts of DAP as presented in the National…
Descriptors: Preschool Teachers, Knowledge Level, Developmentally Appropriate Practices, Foreign Countries
Kauffman, James M.; Badar, Jeanmarie – Phi Delta Kappan, 2017
Full inclusion of students with disabilities focuses on where students are taught, not on instruction. The idea that all students, including those with disabilities, can and should be taught together in the same class and school is a highly prized myth. Focusing on inclusion rather than on appropriate instruction and on a continuum of alternative…
Descriptors: Inclusion, Disabilities, Accessibility (for Disabled), Student Diversity
Rodríguez-Carrillo, Julia; Mérida-Serrano, Rosario; González-Alfaya, María Elena – European Early Childhood Education Research Journal, 2020
Shown to be the single most influential factor in children's early learning and development experiences, quality in early childhood education and care (ECEC) teaching has attracted increasing interest in research and policy globally. Yet almost all definitions of quality ECEC teaching to date reflect only adults' notions of the features that…
Descriptors: Teacher Student Relationship, Childrens Attitudes, Early Childhood Teachers, Young Children
Cuevas, Kimberly; Bell, Martha Ann – Child Development, 2014
Individual differences in infant attention are theorized to reflect the speed of information processing and are related to later cognitive abilities (i.e., memory, language, and intelligence). This study provides the first systematic longitudinal analysis of infant attention and early childhood executive function (EF; e.g., working memory,…
Descriptors: Executive Function, Early Childhood Education, Attention, Infants
