No Play Zone: Observing Pre-Kindergartners and Their Teachers in a Metropolitan School District

• In Event: 52.084 - Roundtable Session 20
  In Roundtable Session: 52.084-9 - Early Childhood Teachers: Leadership, Collaboration, and Self-Efficacy

Abstract

Research on pre-kindergarten/early elementary classrooms has found that, overall, instruction has been inadequate, lacking both quality and consistency. Although previous research has focused on instruction at the teacher and/or classroom level, more observational studies should center on students’ behaviors, as well as teachers and the classroom. The purpose of the present study is to examine children’s behavior and teacher instructional orientation in pre-kindergarten through 2nd grade classrooms.

Authors

• Beverly L. Alford, University of Houston - Downtown

• Kayla Braziel Rollins, Texas A&M University - College Station

• Yolanda N. Padron, Texas A&M University

• Hersh C. Waxman, Texas A&M University