Teaching Practices in Kindergarten and First Grade: Different Strokes for Different Folks.

By D. Stipek. 2004

151 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/42ba57dee2a7e70d483868bac5846447dc36e0e9

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Citations in the corpus

The contribution of children's self-regulation and classroom quality to children's adaptive behaviors in the kindergarten classroom. (2009, background): “, 2007), (b) low-quality classroom process quality is often the norm for children who are living in poverty (Stipek, 2004), and (c) the typical child is exposed to a whole range of high- and low-quality classroom experiences during childhood (Pianta, Belsky, Houts, & Morrison, 2007).”
Play in Kindergarten: An Interview and Observational Study in Three Canadian Classrooms (2014, background): “While prior research demonstrates that teachers do not always strictly align themselves with a singular logic (e.g., Pyle and Luce-Kapler 2014), pedagogical decisions are, in part, informed by a teacher’s alignment with an academic and/or developmental logic (Stipek 2004).”
Mathematical Problem Solving Among Latina/o Kindergartners: An Analysis of Opportunities to Learn (2011, background): “For example, Stipek (2004) found that high proportions of Latina/o or African American students in kindergarten classrooms were associated with high levels of didactic instruction and low levels of constructivist teaching practices, such as problem solving.”
Teacher Effectiveness in First Grade: The Importance of Background Qualifications, Attitudes, and Instructional Practices for Student Learning (2008, unknown): “, Betts & Shkolnik, 1999; Stasz & Stecher, 2000) and classroom composition (e.g., Burns & Mason, 2002; Connor, Morrison, & Katch, 2004; Stipek, 2004).”