Kindergarten in a Large Urban District
Bibliographic Data
| ID | 9733112 |
|---|---|
| Authors | Mimi Engel (0000-0001-7527-1815, University of Colorado Boulder, Boulder, CO, corresponding author), Robin Jacob (0000-0002-9938-5718, University of Michigan, Ann Arbor, MI), Amy Claessens (0000-0002-9202-9921, University of Wisconsin System, Madison, WI), Anna Erickson (0000-0003-3914-299X, University of Michigan, Ann Arbor, MI) |
| Year | 2021 |
| Volume | 50 |
| Issue | 6 |
| Pages | 401-415 |
| Publication date | 2021-08-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Educational Researcher (JOURNAL) |
| Journal identifiers | ISSN: 0013-189X • E-ISSN: 1935-102X |
| Publisher | American Educational Research Association (AERA) (PUBLISHER) |
| DOI | 10.3102/0013189x211041586 |
| OpenAlex | W3196754638 |
| Language | DE |
| Citations received | 8 |
| References cited | 34 |
Using data from 82 classroom observations conducted in a large urban school district, we explore how kindergartners spend their time in general and across schools serving children from lower and higher income households. Consistent with prior research, we find that kindergartners spend the majority of instructional time on reading and mathematics, with little time devoted to other subjects. On average, 2.5 hours are spent on noninstructional activities such as transitions. Kindergartners in lower income schools spend more time on reading and mathematics and experience more noninstructional time. They also spend substantially less time being physically active and have fewer opportunities to choose their own activities than their peers in higher income schools
Developmental psychology · Low income · Mathematics education · Political science · Reading (process · Socioeconomics · Sociology · Early Childhood Education and Development · Parental Involvement in Education · Psychology · School Choice and Performance
Reflexões de uma professora acerca das tensões de ensinar ciências para crianças
Pedagogical stratification in kindergartens
Consistency and inconsistency in learning experiences across the early grades
Nudging Early Educators’ Knowledge, Beliefs, and Practices
Teaching Mathematics in Kindergarten
Where has all the time gone? Describing time use in full- vs. half-day pre-Kindergarten
Moving Beyond Point in Time Estimates
Pre-kindergarten classroom experiences and child outcomes through first grade
Socioeconomic Gaps in Early Childhood Experiences
Is Kindergarten the New First Grade?
Kindergarten skills and fifth-grade achievement
Injecting Charter School Best Practices into Traditional Public Schools
Teaching Students What They Already Know? The (Mis)Alignment Between Mathematics Instructional Content and Student Knowledge in Kindergarten
Other People's Children
Measuring Instructional Practice
The Relationship between Physical Activity and Cognition in Children
Recent Trends in Income, Racial, and Ethnic School Readiness Gaps at Kindergarten Entry
Teaching practices in kindergarten and first grade
Exploring Encoding and Retrieval Effects of Background Information on Text Memory
Physical Education in Elementary School and Body Mass Index
School readiness and later achievement
The Role of Recess in Children's Cognitive Performance and School Adjustment
Mathematics Content Coverage and Student Learning in Kindergarten
Academic Content, Student Learning, and the Persistence of Preschool Effects
| Unique citing works | 8 |
|---|---|
| Citations per year | 2,67 |
| Citation span | 2023 - 2026 (4) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 7 |