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|REL 2020016||Kindergarten Teacher's Guide to Supporting Family Involvement in Foundational Reading Skills
This Kindergarten Teacher's Guide provides information for kindergarten teachers on how to support families as they practice foundational reading skills at home. It serves as a companion to the What Works Clearinghouse (WWC) Foundational Skills to Support Reading for Understanding in Kindergarten Through 3rd Grade. Both guides present four research-based recommendations and how-to steps: the WWC guide is for teaching children at school, and this guide is to help teachers support families in practicing foundational reading skills at home.
br/> The information in this Kindergarten Teacher’s Guide is designed to assist teachers in supporting out-of-school literacy activities that are aligned to classroom instruction, informed by student need, grounded in evidence-based practices, and facilitated by ongoing parent-teacher communication. The Teacher’s Guide provides a framework for literacy support activities presented during schools’ family literacy nights and parent-teacher conferences.
|NCES 2009005||Early Childhood Longitudinal Study, Kindergarten Class of 1998-99 (ECLS-K) Kindergarten Through Eighth Grade Full Sample Public-Use Data and Documentation
The release includes the public-use data and data documentation for the kindergarten, first, third, fifth, and eighth grade data collections for the Early Childhood Longitudinal Study, Kindergarten Class of 1998-99 (ECLS-K). The related DVD contains the same information as the on-line materials along with an electronic code book (ECB) to facilitate navigating the data.
There is an error in the data set contained in Childk8p.zip, Childk8p.z01, Childk8p.z02, Childk8p.z03, Childk8p.z04, Childk8p.z05. Corrected theta scores for all cases across all years of the study can be accessed here.
|NCES 2006031||Teacher Qualifications, Instructional Practices, and Reading and Mathematics Gains of Kindergartners
This Research and Development (R&D) report uses data from the Early Childhood Longitudinal Study, Kindergarten Class of 1998-99 (ECLS-K) to explore relationships between kindergarten teachers' reports of their qualifications and instructional practices and direct assessments of children's reading and mathematics achievement during the kindergarten year. Using hierarchical linear modeling (HLM), the study estimated the degree to which specific aspects of teacher training-the teaching credential and coursework in pedagogy-and teaching experience were associated with student achievement. In addition, the study identified teacher-reported instructional practices associated with student achievement gains and examined the qualifications of teachers and aspects of teacher training that were related to the use of these practices. Spending more time on subject and working within a full-day kindergarten structure were found to be associated with relatively large gains in achievement. Also, certain teacher background variables—particularly the self-reported amount of coursework in methods of teaching reading and mathematics—were positively related to the teacher-reported frequency of various instructional practices that in turn were associated with higher achievement.
|NCES 2004060||Kindergarten Teachers: Public and Private School Teachers of the Kindergarten Class of 1998-99
This report describes kindergarten teachers in public and private schools across the United States. The report describes the demographic characteristics and professional qualifications of these teachers according to various characteristics of the schools and classrooms in which they teach. The characteristics of kindergarten teachers working in public schools with different concentrations of lower income children are examined in greater detail. This information comes from the Early Childhood Longitudinal Study, Kindergarten Class of 1998-99.
|NCES 200106||Papers from the Early Childhood Longitudinal Studies Program Presented at the 2001 AERA and SRCD Meetings
This working paper contains papers presented at the spring 2001 meetings of the American Educational Research Association and the Society for Research on Child Development. All the papers either use data from the base year of the Early Childhood Longitudinal Study, Kindergarten Class of 1998-99 to answer questions about kindergartners and kindergartens in the U.S. or describe the design and development of the Early Childhood Longitudinal Study, Birth Cohort.
|NCES 2001014||ECLS-K Base Year Restricted-Use Salary and Benefits File
This CD-ROM contains restricted-use base year salary and benefits data from the Early Childhood Longitudinal Study, Kindergarten Class of 1998-99 (ECLS-K). The salary and benefits data file contains data on the base salary, merit pay, and employee benefits of kindergarten teachers and school administrators in ECLS-K schools. The salary and benefits data, when combined with other ECLS-K data, can be used to answer resource effectiveness, equity, and intent questions.
|NCES 2000070||America's Kindergartners
This report provides national data on children’s skills, knowledge and experiences as they enter kindergarten for the first time. The data are the first findings from the Early Childhood Longitudinal Study, Kindergarten Class of 1998-99. This report, using data collected in the fall of 1998 from approximately 22,000 kindergarten children attending about 1,000 public and private schools, provides estimates concerning children’s cognitive skills and knowledge, their social skills, their physical well-being, their approaches to learning and their family environments and experiences. Children’s developmental status across these domains was directly assessed. Parents and teachers also reported information on children’s development, as well as their early care and home experiences. This descriptive report presents the information by characteristics of children (e.g., age and race/ethnicity) and families (e.g., mother’s education and primary language spoken in the home).
|NCES 93410||Public School Kindergarten Teachers' Views on Children's Readiness for School
Results of a survey of public kindergarten teachers classroom practices and their views on student readiness. Keywords: Children's readiness for school; readiness for school
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