Is Teacher-Led Instruction Replacing Active, Student-Centered Learning? Lessons From a Kindergarten Summer Transition Program

• In Event: Roundtable Session 48
  In Roundtable Session: Transition to Kindergarten: Predictors and Practices

Abstract

Research has found that investing in early childhood is critical for improving the outcomes of young children; unfortunately, many four- and five-year old children from low-income families begin school with lower academic skills than children from more affluent families. Consequently, a number of organizations across the country have begun to focus on improving access to early learning by developing programs for young children. A summer transition program for kindergarten readiness in a large metropolitan area was designed to offer academic activities focused on building skills needed to be successful in school. In summer 2015, nearly 30 children were observed in the organization’s summer program for kindergarten readiness. Results indicated that teacher-led instruction was overwhelmingly more prevalent than was student-centered learning.

Authors

• Beverly L. Alford, The University of Mississippi

• Kayla Braziel Rollins, Texas A&M University

• Hersh C. Waxman, Texas A&M University