Degree Name
EdD (Doctor of Education)
Program
Educational Leadership
Date of Award
5-2014
Committee Chair or Co-Chairs
Dr. Virginia Foley
Committee Members
Dr. Donald Good, Dr. Amy Malkus, Dr. Pamela Scott
Abstract
The increase in the number of parents who decide not to enroll their children into a formal kindergarten once they become of age has triggered questions of what impacts readiness. The act of redshirting has doubled since 1980. Redshirting is simply delaying a child’s entry into kindergarten by 1 year after they become age eligible to enroll. Parents want to make sure that with high stakes testing, a more demanding curriculum, and an increase in rigorous standards that their children are ready to start kindergarten with the best opportunity for success.
The purpose of this study was to examine how preschool and kindergarten teachers perceive age, gender, prior preschool experience, and socioeconomic status impact a child’s readiness for kindergarten upon school entry. The study was also an examination of perceptions of preschool and kindergarten teachers as to whether or not readiness can be determined by a readiness test.
The design method chosen for this study was nonexperimental quantitative. Teachers responded to an online survey. The survey was distributed via email to preschool and kindergarten teachers who were employed in 2 rural east Tennessee counties. This study included the responses of 46 participants who chose to respond to the survey.
Document Type
Dissertation - unrestricted
Recommended Citation
Simerly, Jennifer A., "Teachers’ Perceptions of Students’ Readiness for Kindergarten" (2014). Electronic Theses and Dissertations. Paper 2369. https://dc.etsu.edu/etd/2369
Copyright
Copyright by the authors.