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9781573790789

What Should Young Children Learn? : Teacher and Parent Views in 15 Countries

by ; ;
  • ISBN13:

    9781573790789

  • ISBN10:

    1573790788

  • Format: Paperback
  • Copyright: 1999-03-01
  • Publisher: High/Scope Foundation

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Table of Contents

Tables
xi
Figures
xv
Acknowledgments xvii
Preface xix
A Word About IEA xxiii
The Study Background and a Review of the Literature
3(14)
Sylvia Opper
Patricia P. Olmsted
An Overview of the IEA Preprimary Project
4(2)
Participating Countries
5(1)
Status of the Project
6(1)
Phase 2 of the Preprimary Project
6(4)
Conceptual Framework
6(1)
Overview of Instruments, Sampling, and Data Collection
7(1)
Measures
7(2)
Sampling
9(1)
Data collection
9(1)
Adult Expectations for Young Children---A Review of the Literature
10(5)
How This Study Breaks New Ground
15(1)
Questions About Adult Expectations
16(1)
Methodology of the Phase 2 Study
17(30)
Patricia P.Olmsted
Mei Yu Yu
General Information About Phase 2 Sampling
17(2)
The International Sampling Referee
17(1)
The Target Population
18(1)
General Sampling Procedures
18(1)
Selecting Settings and Children
18(1)
General Information About Phase 2 Data Collection
19(4)
The Instruments
19(1)
Observation systems
20(1)
Interviews and questionaries
20(1)
Child developmental status measures
21(1)
Data Collection Procedures
22(1)
Phase 2 Methodology in Specific Countries
23(22)
Sampling and Data Collection in Belgium (Liege Province, Brussels)
23(2)
Sampling and Data Collection in China (PRC, 6 Provinces)
25(2)
Sampling and Data Collection in Finland
27(2)
Sampling and Data Collection in Greece (Urban)
29(1)
Sampling and Data Collection in Hong Kong
30(1)
Sampling and Data Collection in Indonesia (Java)
31(2)
Sampling and Data Collection in Ireland
33(1)
Sampling and Data Collection in Italy
34(1)
Sampling and Data Collection in Nigeria (3 States)
35(1)
Sampling and Data Collection in Poland
36(1)
Sampling and Data Collection in Romania
37(2)
Sampling and Data Collection in Slovenia
39(1)
Sampling and Data Collection in Spain (Catalonia)
40(1)
Sampling and Data Collection in Thailand
41(1)
Sampling and Data Collection in the United States (6 Sites)
42(3)
Summary Statements
45(2)
Development of the Expectations Questionnaire
47(12)
Marguerite Melin Senninger
Defining the Questionnaire's ``Areas of Development''
48(1)
Communicating About the Areas of Development
49(8)
The ``Rank-Ordering'' Procedure
52(3)
The ``Definition'' Procedure
55(1)
The ``Prediction'' Procedure
56(1)
The ``Responsibility Assignment'' Procedure
56(1)
The Completed Questionnaire
57(2)
Characteristics of the Teacher and Parent Samples,
59(20)
Lucio Pusci
Patricia P. Olmsted
The Teacher and Parent Samples
60(15)
Characteristics of the Teacher Samples
60(5)
Characteristics of the Parent Samples
65(10)
Comparing Phase 2 Families With Phase 1 Families
75(1)
Summary Statements
76(3)
The Expectations Questionnaire's Eight Skill Categories---How Do Teachers and Parents Rank Them?
79(30)
Mireia Montane
Two Ways of Presenting the Rank-Order Data
79(5)
By ``National-Level'' Rankings
80(1)
By Percentage Considering Skill Categories ``Most Important''
81(3)
Findings About Teacher Expectations
84(10)
Teacher National Findings---Descriptive Analysis
84(1)
Teacher national analyzed by skill category
84(4)
Teacher national findings analyzed by type of setting
88(2)
Teacher Cross-National Findings---Groupings
90(4)
Summary of Findings About Teacher Expectations
94(1)
Findings About Parent Expectations
94(12)
Parent National Findings---Descriptive Analysis
94(2)
Parent national findings analyzed by skill category
96(4)
Parent national findings analyzed by type of setting
100(1)
Parent Cross-National Findings---Groupings
101(4)
Summary of Findings About Parent Expectations
105(1)
Summary Statements
106(3)
Congruence Between Teachers' and Parents' Expectations
109(16)
Malgorzata Karwowska-Struczyk
What Is Teacher-Parent Congruence, and Why Is It Important?
109(4)
An Example of Low Congruence
111(1)
An Example of High Congruence
111(1)
How Might Teacher-Parent Congruence Affect a Child's Development?
111(2)
Teacher-Parent Congruence Findings
113(3)
A Closer Look at the Findings
116(7)
High-Congruence Countries
117(3)
Low-Congruence Countries
120(3)
Summary Statements
123(2)
How Do Teachers and Parents Define the Categories They Consider Important?
125(32)
Olayemi Onibokun
Subskill-Selection Findings for Teachers and Parents
126(28)
Social Skills With Peers
126(4)
Language Skills
130(3)
Self-Sufficiency Skills
133(4)
Self-Expression Skills
137(3)
Motor/Physical Skills
140(3)
Preacademic Skills
143(4)
Social Skills With Adults
147(4)
Self-Assessment Skills
151(3)
What the Subskill-Selection Similarities Imply
154(1)
Summary Statements
155(2)
Teachers' and Parents' Predictions About Each Other's Priorities for Young Children
157(20)
Mikko Ojala
Teachers' Predictions About Parents' Priorities
158(3)
Parents' Predictions About Teachers' Priorities
161(3)
The Accuracy of Each Group's Predictions
164(6)
Teachers' Accuracy as Predictors About Parents
165(3)
Parents' Accuracy as Predictors About Teachers
168(2)
A Comparison of Teachers and Parents as Predictors
170(1)
Some Questions and Conclusions
170(5)
What Might Explain Teacher Predictions?
171(1)
What Might Explain Parent Predictions?
172(1)
What Do the Accuracy Findings Tell Us?
172(3)
Summary Statements
175(2)
Teachers' and Parents' Assignments of Responsibilities For Young Children's Care and Education
177(22)
Mikko Ojala
Teacher's Views About Their Own Responsibilities
178(3)
Parents' Views About Their Own Responsibilities
181(3)
Teachers' Views About Parental Responsibilities
184(3)
Parents' Views About Teachers' Responsibilities
187(3)
Agreement Between Teachers' and Parents' Views
190(4)
Comparing How Both Groups Assign Responsibility to Teachers
190(2)
Comparing How Both Groups Assign Responsibility to Parents
192(2)
A Summary of Teacher-Parent Correlations on Assignment of Responsibilities
194(1)
Some Questions and Conclusions
194(4)
Summary Statements
198(1)
Expectations Findings Compared With Background Characteristics of Teachers and Parents
199(12)
Lucio Pusci
Teachers' Background Characteristics and Expectations Findings
200(6)
Parents' Background Characteristics and Expectations Findings
206(4)
Summary Statements
210(1)
Putting the Expectations Findings in Perspective,
211(18)
David P. Weikart
Characteristics of Teachers and Parents in the Study Samples
212(2)
What Should Preschool-Aged Children Learn?
214(11)
What Teachers Expect: Prioritizing Eight Areas of Child Development
215(2)
What Parents Expect: Prioritizing Eight Areas of Child Development
217(1)
Congruence Between Teacher and Parent Expectations
218(1)
How Teachers and Parents Define the Areas of Child Development
219(1)
What Teachers and Parents Predict About Each Other's Expectations for Children
220(2)
How Teachers and Parents Assign Responsibility for the Areas of Child Development
222(2)
How Demographics Affect Teacher/Parent Expectations
224(1)
Possible Factors Bringing Teacher and Parent Expectations Together
225(4)
Appendix A: The Expectations Questionnaire 229(4)
Appendix B: Supplementary Tables for Chapter 5 233(8)
Appendix C: Supplementary Table for Chapter 6 241(6)
Appendix D: Supplementary Tables for Chapter 7 247(18)
Appendix E: Supplementary Tables for Chapter 8 265(4)
Appendix F: Supplementary Tables for Chapter 9 269(6)
Appendix G: IEA Preprimary Project Phase 2 National Research Centers and Coordinators 275(4)
References 279

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