Bibliografías temáticas / Kindergarten principals

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Literatura académica sobre el tema "Kindergarten principals"

Autor: Grafiati
Publicado: 4 de junio de 2021
Última modificación: 5 de febrero de 2022

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Artículos de revistas sobre el tema "Kindergarten principals"

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Al-Hamad, Nouwar Q., Ahmad M. Rathwan y Ebtesam Q. Rababah. "Training Needs for Kindergarten Principals in the Light of Digital Age Requirements". International Journal of Early Childhood Special Education 12, n.º 2 (31 de diciembre de 2020): 125–36. http://dx.doi.org/10.9756/int-jecse/v12i2.201064.

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Kindergarten is a crucial stage in early childhood education. Principals and teachers should be highly competent and aware of children educational needs. Principals represent the model for driving the rest of the workforce in their institutions. The aim of this study was to assess the training needs of kindergarten principals in light of digital age requirements from their own perspective. The study sample consisted of (90) kindergarten principals in the district of Jerash, Jordan. A questionnaire was used to collect data, which addressed needs in three domains pertaining to the use of technology. Statistical analysis revealed that principals estimates of their training needs was overall moderate, with a slightly higher needs pertaining to ICT employment in kindergarten and educational process management. Furthermore, the findings showed that there were no significant statistical differences between respondent estimates pertaining to their academic qualifications, years of experience, or to kindergarten's ownership.
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Birkeland, Åsta y Minyi Li. "Building a Sustainable Future Through International ECE Partnership Programmes". ECNU Review of Education 2, n.º 4 (diciembre de 2019): 458–74. http://dx.doi.org/10.1177/2096531119893480.

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Purpose: Taking a particular example of an international partnership programme, this article aims to discuss kindergartens’ participation in international partnership programmes as compelling vehicles for promoting early childhood education for sustainability (ECEfS). The partnership programme included Western Norway University of Applied Sciences, Beijing Normal University, East China Normal University, and kindergartens in Norway and China. Researchers, postgraduate students, kindergarten principals, and teachers participated in the programme, their key concern being to promote competencies for sustainability and agents for change. Design/Approach/Methods: The article is based upon research with a phenomenological approach to Chinese and Norwegian kindergarten teachers’ and principals’ experiences of participating in an international partnership programme. The data for this article consisted of reflective notes from the teachers and principals and recordings of teachers’ and principals’ reflections in a joint seminar in the kindergarten network. Findings: This article argues that ethical normative, dialogical, and anticipatory approaches are pivotal within international ECEfS partnership programmes. Originality/Value: The article has the potential to address international partnership programmes, involving different stakeholders, as vital in promoting ECEfS. It also urges international partnership programmes to promote glocality in ECEfS (i.e., local situatedness with global awareness).
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Cheuk, Wai H., Kwok S. Wong y Sidney Rosen. "Kindergarten principals in Hong Kong". Journal of Educational Administration 38, n.º 3 (agosto de 2000): 272–87. http://dx.doi.org/10.1108/09578230010342330.

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Ragnarsdóttir, Hanna. "Perspectives on bi- and multilingual children’s participation in kindergartensin Iceland". AILA Review 32 (31 de diciembre de 2019): 138–59. http://dx.doi.org/10.1075/aila.00024.rag.

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Abstract Cultural and linguistic diversity of kindergarten children in Iceland has been growing rapidly in recent years (Reykjavíkurborg, Skóla- og frístundasvið, 2017; Statistics Iceland, 2017), creating challenges for kindergartens. The main aim of the paper is to explore how principals, kindergarten teachers and parents in three kindergartens in Iceland experience diversity, inclusion and participation in their kindergartens and what learning spaces and educational practices seem to be instrumental for their children’s participation. The paper builds on data from the Nordic research project Learning Spaces for Inclusion and Social Justice: Success Stories from Immigrant Students and School Communities in Four Nordic countries (2013–2015), the aim of which was to draw lessons from success stories of individual immigrant students and whole school communities at different levels that have succeeded in developing learning contexts that are equitable and socially just (Ragnarsdóttir, 2015; Ragnarsdóttir & Kulbrandstad, 2018). Case studies were conducted in three kindergartens, including semi-structured interviews with kindergarten teachers, principals and parents as well as observation (Flick, 2006; Kvale, 2007). The findings indicate that the kindergartens have developed various inclusive and empowering educational practices to respond to the growing diversity. However, some challenges appear in the findings, including lack of sustainability of good practices.
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Liu, Xiaojing y Yulong Li. "A qualitative study of the continuing professional development activities of the Chinese private kindergarten teachers’ professional competence". Journal of Education Culture and Society 12, n.º 1 (17 de junio de 2021): 540–54. http://dx.doi.org/10.15503/jecs2021.1.540.554.

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Aim. The number of kindergartens is swelling in China, and that of private kindergartens in particular. The quality of teaching in the latter is positively linked to the levels of teachers’ professional competence. Thus, to enhance the teaching quality in private kindergartens, strengthening teacher’s professional competence is one of the vital approaches. Teacher’s professional competence can be enhanced via effective CPD activities. Therefore, this study aims to explore the types and content of CPD activities for Chinese private kindergarten teachers. Methods. A qualitative approach was adopted in this research. 18 kindergarten teachers were selected as participants from three private kindergartens in Shenzhen. Data was collected by semi-structured interview from 18 teachers. Results and conclusion. The findings showed that the school-based CPD activities are valued by most private kindergarten teachers. Furthermore, this study found that CPD activities can help private kindergarten teachers to be more inclusive and positive in teaching. They enabled teachers to acquire knowledge and skills that are relevant to child care and development, teaching, as well as cooperation with colleagues and children’s parents. Practical application. The research findings presented herein have significant implications for the knowledge base of private kindergarten teachers’ CPD in China. It also has implications for the practice that is relevant to private kindergarten teachers, principals and policy makers.
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Athiyah, Ibnu. "Efektivitas Layanan Bimbingan Klasikal dengan E-Learning melalui Pembelajaran Berbasis Project untuk Meningkatkkan Resiliensi Kepala Sekolah di Masa Covid-19". Andragogi: Jurnal Diklat Teknis Pendidikan dan Keagamaan 9, n.º 1 (13 de septiembre de 2021): 59–70. http://dx.doi.org/10.36052/andragogi.v9i1.218.

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[E-LEARNING BASED CLASSICAL COUNSELING SERVICE EFFECTIVENESS THROUGH PROJECT BASED LEARNING TO INCREASE THE RESILIENCE OF KINDERGARTEN PRINCIPALS IN THE TIME OF COVID-19]. This study aimed to improve project learning-based classical service supervision to increase the resilience of kindergarten principals in East Jakarta. This type of research was experimental research with one group pretest-posttest design. The research subject was the principal of a kindergarten in East Jakarta. The population in this study was 30 people. The sampling technique used was saturated sampling of 30 people. The research was conducted from November to December 2020. The research instrument used was a resilience scale compiled by the researchers themselves, with a validity of 0.308 (Pearson Product Moment) and 0.811 reliability (Alpha Cronbach), data normality test with the Shapiro test. -Wilk (0.318> 0.05). The data analysis technique used parametric statistics with paired sample t-test with (t = .- 36.870, p <0.05). The results of the study provided an understanding that classical services with project-based learning are effective in increasing the resilience of kindergarten principals.
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Al-Yamani, Abdul-Raouf Hamid. "Emotional Intelligence of Kindergarten Principals in Amman". Modern Applied Science 15, n.º 1 (31 de diciembre de 2020): 78. http://dx.doi.org/10.5539/mas.v15n1p78.

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This study aimed to reveal the level of emotional intelligence and its dimensions: self-awareness, emotional management, empathy, and social skills, as well as revealing the significant differences in the degrees of emotional intelligence and its dimensions that are attributed to experience, educational level, and social status among kindergarten administrators in Amman. A scale of emotional intelligence was prepared to ensure validity and reliability to achieve the objectives of the study, and it was applied to a sample of (136) female managers. After using the arithmetic averages, the one-way analysis of variance, and the (T) test, the results are as follows: -&nbsp;The level of emotional intelligence of the female managers was high. -&nbsp;Significant differences were found in the overall degree of emotional intelligence and its dimensions attributable to more experienced managers&#39; experience. -&nbsp;There were no significant differences in the overall degree of emotional intelligence and its dimensions due to the educational level. -&nbsp;There were no significant differences in the overall degree of emotional intelligence and its dimensions due to social status.
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Al-Yamani, Abdul-Raouf Hamid. "Emotional Intelligence of Kindergarten Principals in Amman". Modern Applied Science 15, n.º 1 (31 de diciembre de 2020): 78. http://dx.doi.org/10.5539/mas.v15n1p78.

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This study aimed to reveal the level of emotional intelligence and its dimensions: self-awareness, emotional management, empathy, and social skills, as well as revealing the significant differences in the degrees of emotional intelligence and its dimensions that are attributed to experience, educational level, and social status among kindergarten administrators in Amman. A scale of emotional intelligence was prepared to ensure validity and reliability to achieve the objectives of the study, and it was applied to a sample of (136) female managers. After using the arithmetic averages, the one-way analysis of variance, and the (T) test, the results are as follows: -&nbsp;The level of emotional intelligence of the female managers was high. -&nbsp;Significant differences were found in the overall degree of emotional intelligence and its dimensions attributable to more experienced managers&#39; experience. -&nbsp;There were no significant differences in the overall degree of emotional intelligence and its dimensions due to the educational level. -&nbsp;There were no significant differences in the overall degree of emotional intelligence and its dimensions due to social status.
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Keung, Chrysa Pui Chi, Hongbiao Yin, Winnie Wing Yi Tam, Ching Sing Chai y Clement Ka Kit Ng. "Kindergarten teachers’ perceptions of whole-child development: The roles of leadership practices and professional learning communities". Educational Management Administration & Leadership 48, n.º 5 (31 de julio de 2019): 875–92. http://dx.doi.org/10.1177/1741143219864941.

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This study examined the relationships between leadership practices, professional learning communities, teachers’ efficacy beliefs and perceptions of whole-child development in the context of kindergarten education. A sample of 2120 teachers from 153 Hong Kong kindergartens participated in a questionnaire survey. The results showed that principals’ leadership practices had significant effects on all five professional learning community components. Leadership practices were also positively related to teachers’ perceptions of whole-child development directly and indirectly through the mediation of three professional learning community components, namely a shared sense of purpose, collaborative activities and a collective focus on children’s learning. Moreover, three professional learning community components (i.e. a collective focus on children’s learning, deprivatized practice and reflective dialogue) were positively associated with teachers’ perceptions of whole-child development via their efficacy beliefs. The findings support the mediating role of professional learning communities in developing kindergarten teachers’ collaboration for improving their efficacy beliefs and perceptions of the whole-child development of children. Kindergarten principals play a key role in cultivating a supportive culture and facilitating teacher learning.
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Cheng, Jao-Nan. "The Effect of Kindergarten Principals' Leadership Behaviors on Teacher Work Performance". Social Behavior and Personality: an international journal 41, n.º 2 (1 de marzo de 2013): 251–62. http://dx.doi.org/10.2224/sbp.2013.41.2.251.

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In this study 732 Taiwanese kindergarten teachers, divided into 4 regional areas: northern, central, southern, and eastern, completed a questionnaire about their work performance and how it is affected by principals' leadership behaviors. Regression and structural equation modeling analysis showed that the use of empathetic concern by kindergarten principals had a positive effect on teachers' work performance. Although assertive orders were found to have a positive influence, the correlation with work performance was lower than that with empathetic concern. Rewards and punishments had no significant effect on improving teachers' work performance. Emotion-based leadership in the form of showing empathetic concern could be used to improve kindergarten teachers' work performance.
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Tesis sobre el tema "Kindergarten principals"

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Wong, Tricia Kwok Sai. "A case study of leadership of kindergarten principals in Hong Kong". Queensland University of Technology, 2006. http://eprints.qut.edu.au/16232/.

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Little attention has been paid to how kindergarten principals in Hong Kong enact their leadership and how their leadership is related to the gender of the principals and to the culture of the society. This study therefore aimed to document and explore how two kindergarten principals in Hong Kong conducted their leadership in respect of what they did, why they did so, and how they experienced their leadership, with a view to understanding the leadership conduct of these principals and to shedding light on the issues of women and the role of culture in school leadership. Both participants were female. One of the leaders was the principal of a non profit-making kindergarten which had joined the government's subsidy scheme, and the other was a principal of a profit-making kindergarten that had not joined the scheme. A series of in-depth, semi-structured interviews were conducted with the principals along with observations of what they did on specific days as well as an analysis of documents the principals used in their work. Rich and thick data were obtained regarding what these principals did in leading staff to offer an education to children, and the beliefs, values and motives underlying their leadership. Both principals exercised strong and direct control over what to teach children, how teachers engaged in their teaching, and the activities designed to promote the kindergartens to the public to recruit children. They did so because of their beliefs about the importance of these matters for defining the kind of education to offer to children, their determination to lead well, and their perception of staff being insufficiently competent and motivated. Both exerted much less control on matters perceived as less important to enhancing the survival of the kindergartens. One of the principals was concerned about adverse effects of how staff viewed her leadership, which arose from the strong control she exercised. In light of her perception of the propriety of caring behaviour towards others in a kindergarten, she exhibited caring and teamwork behaviour aimed partly at minimising the adverse effects of her strong control. The other principal was not concerned about negative effects on staff of the strong and direct control she exercised, but still demonstrated a range of behaviour, including caring and teamwork behavior, to motivate staff to perform. The findings show that these leaders considered a host of factors in enacting their leadership, and thus suggest that current theorizing of women in leadership needs to capture an extended range of complex factors that may influence how female leaders conduct and experience their leadership. In addition, the findings add to current theorizing about the motives underlying the enactment of leadership, in that control was enacted to conform to cultural expectations and to ensure adequate staff performance, while caring was enacted to minimize the adverse effects on staff of control or as means to motivate staff. The findings also show that the two leaders made active use of culture to influence staff, and experienced tensions coming from competing cultural values and norms. These are aspects that have not been addressed by current theorizing of the role of culture in school leadership.
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2

Yip, Heung-ling y 葉香玲. "A study of kindergarten principals as mentors for initial teacher education". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1999. http://hub.hku.hk/bib/B42574912.

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Yip, Heung-ling. "A study of kindergarten principals as mentors for initial teacher education". Click to view the E-thesis via HKUTO, 1999. http://sunzi.lib.hku.hk/hkuto/record/B42574912.

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Parton, Joy Brown. "Classroom Placement of Twins Triplets and Other Multiples in Grades Kindergarten Through Eight in East Tennessee Schools: East Tennessee Principals Perceptions". Digital Commons @ East Tennessee State University, 2011. https://dc.etsu.edu/etd/1319.

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The purpose of this study was to learn from kindergarten- through 8th-grade principals in East Tennessee (a) what policies guide their decisions regarding classroom placement for multiple-birth children; (b) what postsecondary training they have; (c) what sources guide their decisions; (d) what knowledge they have of the needs, relationships, and bonds of multiples; and (e) what their perceptions are regarding how to best meet the needs of multiples. Data were collected through interviews with a purposeful sample of 10 principals of kindergarten- through 8th-grade schools. Five themes emerged forming constructs for organizational framework: (a) learning environment, (b) meeting individual needs, (c) communication, (d) culture, and (e) perceptions. Based on the research, the following conclusions were presented: Prior to Tennessee Code Annotated, Section 49-6-3102, effective July 1, 2010, none of the school systems had placement policies. Most principals had no postsecondary or graduate school training specific to and were not knowledgeable of the educational psychology of multiples or implications regarding their developmental, emotional, and academic issues. Most said on-the-job training was their only instruction. Few principals were aware of the needs, relationships, and bonds of multiples. Principals stated their conviction that separating multiples would promote individuality and foster independence. Findings from this study might result in colleges modifying their teachers' education curriculum to include the educational psychology of multiples and implications regarding their developmental, emotional, and academic issues. Principals currently serving should enlighten themselves regarding the educational psychology of multiples to include the dynamics of the multiples' relationships and the bond that exists between them. School districts should provide education for staff regarding the development of multiples. Principals should recognize parents of multiples as their best source of guidance and look to school psychologists as resources. It is recommended that principals work with families, become more acquainted with multiples, and seek their opinions when making decisions that affect them. It is recommended that if principals want to help multiples become independent and develop as individuals, they should learn to tell them apart and call them by their individual names rather than twin or triplet.
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Dodge, Terri. "Impact of Standardized Testing Emphasis on Teaching and Learning in Kindergarten through 12th Grade in United States Schools: East Tennessee Principals' Perspectives". Digital Commons @ East Tennessee State University, 2007. https://dc.etsu.edu/etd/2103.

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The pressure to perform on standardized tests in the United States has become intense. Increased accountability has caused principals to think about their perceptions of standardized testing with regard to accountability measures, test validity, use of test data, impact of testing on the curriculum, and stress related to testing. The purpose of this study was to investigate kindergarten- through 12th-grade principals' perceptions of standardized testing. The study included 91 principals of Title I and nonTitle I schools located in 8 rural East Tennessee school districts. Data were gathered using a survey instrument to determine principals' opinions of standardized testing. There were 4 predictor (independent) variables in this study: Title I status of the school measured by status (Title I school and nonTitle I school), gender predictor variable, predictor variable of highest degree earned by principals (master's, specialist, and doctorate), and predictor variable of experience in current position (1-6 years, 7-14 years, and 15-39 years). The data analysis focused on 5 dimensions of standardized testing. The 5 (dependent) variables were: (a) general impact-accountability, (b) validity of standardized tests, (c) use of standardized tests in individualizing instruction, (d) impact on curriculum, and (e) stress related to standardized testing. The findings reflected that in general, principals had a positive view of standardized testing; however, the study showed that there was agreement among principals that standardized testing has limitations, particularly in the area of fairness to ethnic groups. The research indicated that principals use test data in many ways to improve their schools. Regardless of Title I status, gender, highest degree earned, and years of experience in current position, there were no significant differences in principals' opinions of standardized testing regarding the 5 dimensions of standardized testing.
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Moore, Wendy. "Mixed Methods Study Exploring the Perceptions of Elementary Principals Regarding Grade Retention of Kindergarten and First Grade Students in Rural Idaho Districts". Thesis, Northwest Nazarene University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10279355.

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Thousands of students across the United States are retained annually in their current grade level for a variety of reasons, but primarily retention is due to academic grade level performance, on local or state standardized tests. The push for higher student accountability has led states and school districts to implement intervention policies to try to bridge the gap for under achieving students. This study focuses on the perceptions of administrators in rural districts and the pros and cons of grade level retention in primary grades. Although there is no one factor able to determine the success or failure of grade level retention as a primary grade level intervention, key findings from the study identify retention is used frequently as an intervention among many rural districts.

Findings from this study indicate that there are three main reasons administrators retain students: 1) allow students time to mature, 2) academically more than two grade levels behind peers, and 3) allow students additional time to catch up with peers. Administrators indicated that besides social demographics, social maturity played a large role in a student’s readiness for a formal education.

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Cameron-Minard, Doris. "An Exploratory Study of Student Retention in Kindergarten and Grade One and the Associated Decision Making Processes as Perceived by Principals and Teachers". PDXScholar, 1993. https://pdxscholar.library.pdx.edu/open_access_etds/1137.

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Students who fail to achieve in school are frequently retained in grade to remediate their lack of satisfactory progress. In this study, elementary school principals, kindergarten, and first grade teachers were interviewed to explore their perceptions of the decision making processes used in recommending retention. The belief systems which underlie their reliance on retention as a remedial option were also examined. Three research questions were addressed: 1. What is the relationship between the written retention policy of a selected school district and the actual decision making process used by its schools? 2. What are the influences by district socio-economic level which impact the decision making process used in student retention? 3. What are the perceptions across district socioeconomic level of teachers and principals regarding the use of retention as an intervention for students? Some additional questions related to the three research questions were also explored in the study. The primary method of data collection consisted of interviews with nine participants. In addition, principals, kindergarten, and first grade teachers from 12 schools, representing three socio-economic levels, were surveyed. Data were integrated to develop a more complete narrative of retention practice as perceived by these practitioners. The results of this study indicate several factors influence retention decision making and practice: 1. expectations of other teachers 2. pressure of curriculum standards 3. the availability of alternatives 4. the perceived needs of students 5. the belief systems of teachers 6. knowledge of retention research. Recommendations are presented for encouraging practice more aligned with current research and to assist district policy makers in developing alternatives for retention. The research suggests that future study be conducted to further explore teacher belief systems underlying retention practice.
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Rieke-Smith, Susan. "Principal-Agent Relations in Oregon Education Policymaking: The Case of Full-Day Kindergarten". Thesis, University of Oregon, 2015. http://hdl.handle.net/1794/19334.

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The exercise of federal and/or state power is inherent to policymaking. The principal-agent theory, borrowed from economics, describes the difficulties in motivating one party (agent) to act in the best interests of the other party (principal). The theory provides insights into the roles of self-interested choice, information asymmetry, and sense making in political relationships. The extent to which the state understands the inherent challenges expressed in this dynamic and is responsive to the local school district’s specific circumstances is not well understood and thus presents an opportunity for research. This mixed methods study uses a confirmatory approach to analyze Oregon’s 40-40-20 education reform legislation and the state’s ability to operationalize education reform through the principal-agent framework, focusing on the implementation of full-day kindergarten legislation.
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Trivette, Carol M. "Principles of Adult Learning in Action". Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/4456.

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Come join the Military Families Learning Network Early Intervention team on Weds. March 30 from 12:30-1:30 ET for an interactive discussion related to the webinar held on Mar. 17. We want to hear your thoughts, opinions, and experiences related to the Key Points Carol Trivette, PhD shared during the webinar and how you've applied these points recently in your own practices. Were you not able to participate in the webinar on the 17th? No worries! We'd still love to hear from you! Come share your expertise and learn from others during this interactive forum.
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Almazeedi, Hanan. "An investigation of the perceptions of parents, teachers and principals concerning parental involvement in kindergartens and primary schools in Kuwait". Thesis, University of Newcastle Upon Tyne, 2009. http://hdl.handle.net/10443/2255.

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Research conducted over nearly a quarter of a century has shown convincingly that children are more successful students at all grade levels if their parents participate at school and encourage education and learning at home (Epstein and Dauber, 1991). Despite the existence of considerable evidence of the positive effect of parental involvement on students' academic success and school development, few studies have been undertaken to examine parental involvement in Kuwait. Hence, little is known about the attitudes and opinions of parents, teachers, and principals towards certain types of parental involvement practices and their willingness to establish ongoing two-way communication to foster children's success at school. The aim of this study is to investigate the perceptions of parents, teachers and principals about parental involvement in kindergarten through grade three in primary school in Kuwait schools in Hawalli district. Data collected from the three groups were employed to examine the ways that parents are involved and how they desire to be involved in their children's schooling. The influence of family background factors on parents' current participation at home and school as well as barriers hindering parents' participation in Kuwait schools were identified. To achieve its goals this research adopted a mixed methods design utilizing three sequential and complementary (quantitative and qualitative) methods. The study sample consisted of 12 focus groups of a total of sixty teachers, 14 interviews with principals and 430 parents who completed questionnaires. Findings from the study revealed that parents, teachers and principals agreed that parents' levels of participation in home-based involvement were generally higher than their levels of school-based involvement. The influence of family background factors was examined. Child grade level, family size, and the parent's gender, level of education and employment were each found to have a significant influence on certain types of parental involvement. The parent's lack of time and time conflicts with school schedules emerged as major barriers to family involvement as perceived by parents, teachers and principals. The findings also revealed that parents and school personnel have different perceptions of their roles. The strict nature of the educational system in Kuwait and attitudes among school staff created some limitations to the participation of parents in certain types of activities. Overall, the findings of this study could be used to provide helpful recommendations that might enhance parental involvement in a meaningful way and contribute to the success of children and improvements in schools.
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Libros sobre el tema "Kindergarten principals"

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Nattiel-Soltermann, Marlis. Portrait einer Dynastie: Leiterinnen der Kindergartenseminare im Kanton Bern zwischen weiblichem Herrschaftsanspruch und staatlicher Legitimation 1917-2005. Zürich: LIT-Verlag, 2010.

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Pascal, Christine. Understanding primary headteachers: Conversations on characters, careers and characteristics. London: Cassell, 1999.

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Pascal, Christine. Understanding primary headteachers: Conversations on characters, careers and characteristics. London: Cassell, 1998.

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Ontario Educational Research Council. Conference. [Papers presented at the 36th Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, December 2-3, 1994]. [Toronto, ON: s.n.], 1994.

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Ontario Educational Research Council. Conference. [Papers presented at the 32nd Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, December 7-8, 1990]. [Ontario: s.n.], 1990.

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Ontario Educational Research Council. Conference. [Papers presented at the 33rd Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, December 6-7, 1991]. [Ontario: s.n.], 1991.

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Ontario Educational Research Council. Conference. [Papers presented at the 35th Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, December 3-4, 1993]. [Toronto, Ont: s.n, 1993.

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Conference, Ontario Educational Research Council. [Papers presented at the 31st Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, December 8-9, 1989]. [Toronto, ON: s.n.], 1989.

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Conference, Ontario Educational Research Council. [Papers presented at the 30th Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, December 2-3, 1988]. [Toronto, ON: s.n.], 1988.

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Ontario Educational Research Council. Conference. [Papers presented at the 28th Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, Dec. 1986]. [Toronto, ON: s.n.]., 1986.

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Capítulos de libros sobre el tema "Kindergarten principals"

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Meng, Wanqiu y Min He. "Utilisation and Design of Kindergarten Outdoor Space and the Outdoor Activities: A Case Study of Kindergartens in Bergen, Norway and Anji in China". En International Perspectives on Early Childhood Education and Development, 95–110. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-72595-2_6.

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AbstractCompared with Norwegian kindergartens that emphasize how outdoor activity benefits young children’s integrated development, Chinese kindergartens reluctantly encourage children to go outside for long time. A county named Anji in South China’s Zhejiang province has started to change this approach to outdoor play. Kindergartens there provide outdoor equipment to support children’s outdoor activities for longer periods of time. This approach is called Anji Play and has been recommended by Chinese Ministry of Education for all of the country. It has also attracted ECE experts overseas. In this chapter, we describe and analyse children’s outdoor play in an Anji setting and in a Norwegian kindergarten from the perspective of the utilisation and design of kindergarten outdoor space. The study takes an ethnographic approach. We collected photo observations, anecdotal recording and interviews from one kindergarten in Bergen, Norway and one in Anji, China. The observation results focusing on outdoor play in the two kindergartens were discussed with kindergarten teachers, principals, professors and college students from China and Norway. Our aim was to interpret the core concepts, goals and concerns of Norwegian and Anji play from multiple perspectives to understand children’s cultural formation in the two cultural contexts. We found the cultural values and traditions influence how outdoor play is performed and there are clear links between culture and children’s cultural formation.
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Saada-Robert, Madelon, Kristine Balslev y Katja Mazurczak. "Emergent Writing in Kindergarten and the Emergence of the Alphabetic Principle". En Studies In Writing, 17–30. Dordrecht: Springer Netherlands, 2005. http://dx.doi.org/10.1007/978-1-4020-2739-0_2.

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Astor, Ron Avi, Linda Jacobson, Stephanie L. Wrabel, Rami Benbenishty y Diana Pineda. "Welcoming Younger Students". En Welcoming Practices. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780190845513.003.0011.

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There has been a growing movement over the past decade or more to make a child’s entrance into kindergarten less of an abrupt experience. Transition programs and prekindergarten-to-3rd grade efforts across the country focus on bridging the gaps between what children experience before kindergarten and the routines and expectations of elementary school. These initiatives range from bringing greater alignment between preschool curriculum, teaching practices, and assessment to giving young children ample opportunities to visit kindergarten classrooms and experience the learn­ing environment before school starts. Even if a child has attended preschool, moving into an elementary school can feel intimidating for a 5-year-old. The hallways are bigger, the other children in the school are bigger, and there are many more adults involved in the whole process (Figure 6.1). Relationships among schools and the child care centers, preschools, and other community organizations that interact with parents who have young children can lead to more opportunities for young children to feel less anxiety about starting school. Several organizations, including the National Association of Elementary School Principals and the Massachusetts-based Community Advocates for Young Children, provide training and guidance to principals on adapting their schools to serve younger children. The W. K. Kellogg Foundation has also made large investments across the country aimed at creating stronger links between schools and the early-childhood community. Many of these efforts also target families whose children have not been in any formal early learning program because these children often lack the early academic and social-emotional skills needed to do well in today’s more academically focused kinder­garten classrooms. Schools of education can better prepare future teachers and administrators by including training on young children’s development and on strategies for supporting their transition into school. Children with disabilities and their parents may experience additional stress in transitioning into school. Rules and regulations regarding eligibility requirements, services provided, and community resources can be confusing and are not always readily available to parents.
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"Contents. Principles of Schools and Kindergartens". En Schools and Kindergartens, 5. Birkhäuser, 2014. http://dx.doi.org/10.1515/9783038214816-toc.

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Brown, Jeannette E. "Chemists Who Work for the National Labs or Other Federal Agencies". En African American Women Chemists in the Modern Era. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190615178.003.0009.

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Dr. Patricia Carter Sluby (Fig. 5.1) is a primary patent examiner retired from the US Patent and Trademark Office and formerly a registered patent agent. She is also the author of three books about African American inventors and their patented inventions. Patricia’s father is William A. Carter Jr., and her mother is Thelma LaRoche Carter. Her father was the first black licensed master plumber in Richmond, VA, and his father also had the same distinction in Columbus, OH, years earlier. Her father was born in Philadelphia, PA, and attended college. Her grandfather went from Virginia to look for work in Canada and became a stonemason. Later he relocated back to the United States, where he soon married in Boston, MA, and several of his children were born there. Later, the family moved to Philadelphia where Patricia’s father was born. Her mother, who attended Hampton Institute, taught school and later managed the office for Patricia’s father’s business. Patricia’s mother was born and raised in Richmond, as were most of her maternal relatives. Patricia had three brothers. They were all born during segregation in Richmond, the former capital of the Confederacy. Patricia was born on February 15, in Richmond. She attended kindergarten through eighth grade in segregated schools that were within walking distance of home. In school, they studied from hand-me-down books, but her black teachers were well trained and well informed. They had bachelor’s degrees; some had master’s or even PhD degrees. To go to high school, Patricia took a city bus across to the east side of town, to the newly built school for black students, which incorporated eighth grade through twelfth grade. Her teachers were excellent instructors who lived in her neighborhood and knew her parents quite well. The teachers looked out for the neighborhood kids and acted as surrogate parents out­side the confines of the home. Teachers and principals were also great mentors, dedicated to their craft; they encouraged students to understand the world and function as responsible adults. Patricia excelled in science and math.
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Vorkapić, Sanja Tatalović y Petra Prović. "Positive Psychology Competences of Pre-School Teachers as a Tool for Understanding and Nurturing Children's Play". En Research Anthology on Rehabilitation Practices and Therapy, 498–516. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-3432-8.ch025.

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The Positive Psychology frame and definition present a natural environment for understanding and researching children's play in the context of nurturing overall positive characteristics in children's development. Therefore, this article presents a structured review of the common ground between the basic principles of positive psychology and children's play in the context of early and preschool institutions. Also, it demonstrates the implementation of positive psychology principles in children's play and the methods by which positive psychology could be promoted through children's play in kindergartens. Within that frame, the importance is given to the needed preschool teachers' competences in this area. In this context, various activities are presented that reflect a common ground of positive psychology and children's play. Finally, some significant guidelines for future research and practice enhancement are presented.
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Thompson, Naomi, Kylie Peppler y Joshua Danish. "Designing BioSim". En Advances in Game-Based Learning, 149–67. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-0513-6.ch007.

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In this chapter, we discuss the design decisions made when creating the game mechanics and rules for BioSim, a pair of game-like participatory simulations centered around honeybees and army ants to help young children (ages kindergarten through third grade) explore complex systems concepts. We outline four important design principles that helped us align the games and simulations to the systems thinking concepts that we wanted the students to learn: (1) Choose a specific and productive focal topic; (2) Build on game mechanics typically found in children's play; (3) Purposefully constrain children's play to help them notice certain system elements; and (4) Align guiding theories to game rules, and vice versa. We then highlight how these guiding principles can be leveraged to allow young children to engage with complex systems concepts in robust ways, and consider our next steps and goals for research as we continue to iterate and build on these games.
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Gill, Hannah. "Conclusion". En The Latino Migration Experience in North Carolina, Revised and Expanded Second Edition, 175–80. University of North Carolina Press, 2018. http://dx.doi.org/10.5149/northcarolina/9781469646411.003.0008.

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It was standing-room only in the South Graham Elementary School (SGE) gym at the “Latin America through the Decades” event on a September evening in 2016. Principal Elizabeth Price welcomed students and their families, speaking Spanish and English in her usual fashion. An audience of more than two hundred people cheered and clapped as kindergarten classes walked onstage wearing white gloves and jean jackets, Michael Jackson– style. They performed choreographed dances to Latin pop music from the 1980s and sang songs with great enthusiasm and huge smiles. Older students followed with different performances highlighting music from the Americas. Afterward, a salsa band appeared onstage and played music as families met teachers and students got stamps on “passports” they had made in school. Despite the fact that the gym was crowded and hot, the audience lingered, laughed, and learned about the extraordinary work of the SGE community, which has embraced learning models that celebrate the heritage and linguistic skills of its Latino students....
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Cantalini-Williams, Maria y Leslie Telfer. "1. Successful Transitioning to a Full-Day Early Learning–Kindergarten Program in Ontario: The Principal Is Pivotal". En Perspectives on Transitions in Schooling and Instructional Practice, editado por Susan E. Elliott-Johns y Daniel H. Jarvis. Toronto: University of Toronto Press, 2013. http://dx.doi.org/10.3138/9781442667105-005.

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Gottfried, Björn. "Behaviour Monitoring and Interpretation". En Human Behavior Recognition Technologies, 157–73. IGI Global, 2013. http://dx.doi.org/10.4018/978-1-4666-3682-8.ch008.

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This chapter describes the field of Behaviour Monitoring and Interpretation, BMI for short, which defines a framework for the analysis and design of systems for the monitoring and interpretation of human behaviour. As an example scenario which is analysed by means of that framework, a pedestrian navigation and service tool is presented. This scenario is about a mobile user who is wearing a hearing-aid similar device that instructs him while walking through the city. The navigation assistant can be equipped with specific application constraints in order to enrich the navigation system with an application context. The navigation system guides the user through the environment while taking care of the application constraints. One application context is a child at pre-school age: within this context the idea is to guide the child along a safe path to kindergarten. There are many challenges involved in the development of such a pedestrian navigation system. This chapter focuses on the analysis of the behaviour of the user that determines how the navigation assistant can provide help in an appropriate way. By this means, principles underlying the field of behaviour monitoring and interpretation are explained. More specifically, how the BMI framework aids in analysing is shown along with how top-down and bottom-up processes are to be involved in behaviour recognition; additionally, how the framework supports the identification of information fusion at different abstraction layers is shown.
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Actas de conferencias sobre el tema "Kindergarten principals"

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Stoyanets, Nataliya, Yuanyuan Xia y Viktoriia Tkachenko. "CRISIS MANAGEMENT OF PRIVATE KINDERGARTENS IN CHINA UNDER COVID-19 EPIDEMIC SITUATION". En 6th International Scientific Conference ERAZ - Knowledge Based Sustainable Development. Association of Economists and Managers of the Balkans, Belgrade, Serbia, 2020. http://dx.doi.org/10.31410/eraz.2020.37.

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Since the outbreak of COVID-19, private kindergartens in China have encountered a crisis of survival and development. Whether private kindergartens can successfully overcome difficulties is related to the development goal of preschool education and more children’s enrollment needs could be met in the future. In order to realize the sustainable development of private kindergartens, literature review and interview are adopted in this paper to analyze the practical difficulties faced by private kindergartens during the epidemic. The following suggestions are proposed from the perspective of kindergarten internal management: kindergarten principals should assume the responsibility of management, adopt a variety of ways to reduce the turnover rate of kindergarten teachers, and establish the crisis management system in response to outbreaks.
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Nasriah, Nasriah, Sri Milfayetty y Harun Sitompul. "The Relationship between Work Motivations and the Performance of Kindergarten Principals in Medan City". En 2nd Annual International Seminar on Transformative Education and Educational Leadership (AISTEEL 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/aisteel-17.2017.8.

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Simaremare, Aman, Nasriah Nasriah, Dorlince Simatupang y Elya Anggraini. "The Impact of Availability of Practical Guidance on School Management on Managerial Capabilities of Kindergarten School Principals in Medan City". En Proceedings of the 2nd International Conference of Science Education in Industrial Revolution 4.0, ICONSEIR, December 17th,2019, Medan, North Sumatra, Indonesia. EAI, 2020. http://dx.doi.org/10.4108/eai.17-12-2019.2296017.

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Priyono, Dwi y Rita Anggorowati. "Development of Relational Leadership Model for Kindergarten Principal". En 1st International Conference on Early Childhood Care Education and Parenting (ICECCEP 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201205.101.

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Khair, Ahmad Abul, Zahir Zainuddin, Andani Achmad y Amil Ahmad Ilham. "Face Recognition in Kindergarten Students using the Principal Component Analysis Algorithm". En 2019 International Conference on Advanced Mechatronics, Intelligent Manufacture and Industrial Automation (ICAMIMIA). IEEE, 2019. http://dx.doi.org/10.1109/icamimia47173.2019.9223415.

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Arifin, Imron y Ikhsan Gunadi. "Leadership of Ece Principal in Growth Character Through Stifin Method in Kindergarten". En 1st Yogyakarta International Conference on Educational Management/Administration and Pedagogy (YICEMAP 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/yicemap-17.2017.51.

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Yuliana, Lia. "Principal Performance Evaluation Model in Managerial Field in Improving Kindergarten Teacher's Professionalism". En 6th International Conference on Educational, Management, Administration and Leadership. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/icemal-16.2016.39.

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Simaremare, Aman, Nasriah y Dorlince Simatupang. "The Evaluation of Principals’ Academic Supervision Implementation in Managing Teachers’ Learning at Kindergartens in Medan Denai District". En Proceedings of the 1st International Conference on Social Sciences and Interdisciplinary Studies (ICSSIS 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icssis-18.2019.64.

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Svanhalova, Renata. "THE PRINCIPLE OF FREE CHOICE APPLIED IN CONDITIONS OF KINDERGARTENS BASED ON MONTESSORI EDUCATION". En 11th annual International Conference of Education, Research and Innovation. IATED, 2018. http://dx.doi.org/10.21125/iceri.2018.2364.

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Diana, Diana, Biner Ambarita y Mian Siahaan. "The Effect of Principal's Managerial Ability, Work Motivation, Job Satisfaction on the Performance of Kindergarten Teachers in Medan Perjuangan District". En Proceedings of the 2nd International Conference on Social Sciences and Interdisciplinary Studies (formerly ICCSSIS), ICCSIS 2019, 24-25 October 2019, Medan, North Sumatera, Indonesia. EAI, 2019. http://dx.doi.org/10.4108/eai.24-10-2019.2290585.

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Informes sobre el tema "Kindergarten principals"

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Cameron-Minard, Doris. An Exploratory Study of Student Retention in Kindergarten and Grade One and the Associated Decision Making Processes as Perceived by Principals and Teachers. Portland State University Library, enero de 2000. http://dx.doi.org/10.15760/etd.1136.

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