Achievement in kindergarten
| dc.contributor.author | Thompson, Karen A. | |
| dc.date.accessioned | 2025-04-15T00:01:47Z | |
| dc.date.available | 2025-04-15T00:01:47Z | |
| dc.date.issued | 2002 | |
| dc.description.abstract | Standardized test scores are becoming increasingly important because they are the basis upon which student achievement, and thus, teacher accountability are being measured. With no standardized tests, what are the criteria for achievement in kindergarten? It depends on who you are. This research investigates what constitutes achievement to the district and from my perspective as a teacher. I attempt to illustrate the incongruities between the contemporary sociocultural theoretical framework of cognitive development and the support and resources for classroom instruction in the classroom. The data collected from district-mandated assessments, observations, and work samples reveal tremendous emphasis on traditional academic achievement by the district in contrast to the developmental and social needs of the child. My role as teacher and researcher impacted my findings largely because I am a relatively inexperienced teacher. While conducting this research I became more aware of the intricacies of child development, the need to monitor student understanding and progress through multiple sources, and the role of each child's social and cultural worlds. This research gives light to a number of challenges that he ahead as I grow as an educator. | |
| dc.identifier.uri | https://hdl.handle.net/20.500.11803/3196 | |
| dc.language.iso | en | |
| dc.publisher.institution | John F. Kennedy University (JFKU) | |
| dc.subject | Teaching | |
| dc.title | Achievement in kindergarten | |
| dc.type | Thesis | |
| thesis.degree.discipline | Teaching | |
| thesis.degree.grantor | John F. Kennedy University (JFKU) | |
| thesis.degree.level | Masters | |
| thesis.degree.name | Master of Arts |