자료유형  

 학위논문

Control Number  

0017162397

International Standard Book Number  

9798382837826

Dewey Decimal Classification Number  

372.21

Main Entry-Personal Name  

Woo, Moonjoo.

Publication, Distribution, etc. (Imprint  

[S.l.] : The University of Wisconsin - Madison., 2024

Publication, Distribution, etc. (Imprint  

Ann Arbor : ProQuest Dissertations & Theses, 2024

Physical Description  

188 p.

General Note  

Source: Dissertations Abstracts International, Volume: 85-12, Section: A.

General Note  

Advisor: Graue, M. Elizabeth.

Dissertation Note  

Thesis (Ph.D.)--The University of Wisconsin - Madison, 2024.

Summary, Etc.  

요약The transition to five-year-old kindergarten is a pivotal time in children's development, setting the tone for the children's and their families' subsequent formal education experiences. Establishing connections between home and school is a key to creating a supportive learning environment for every child. This dissertation examines how home visiting facilitated connections between parents and teachers in support of their children's transition to kindergarten. Guided by Bronfenbrenner's bioecological model, this research conceptualizes the transition as a socially and culturally mediated process occurring within multilayered contexts. Participants included six kindergarten teachers and twelve families across five schools that were purposively selected to reflect the diverse population in the district. Data sources involved semi-structured interviews with parents and teachers, home visit reflections, and observations collected during the 2018-2019 school year. The data were analyzed using MaxQDA, a qualitative data analysis software program. The findings revealed that initiating and building home-school relationships was a significant benefit of home visiting. This advantage stood out when parents compared their experiences with generic transition practices including kindergarten orientation, play dates, and open house events. The findings also suggest that how teachers utilized home visits varied based on their beliefs and values. The teachers' goals for teaching and learning in kindergarten played a substantial role in how they perceived the effectiveness of home visits. This research adds contextual richness to the dynamics of home-school relations during the kindergarten transition period, suggesting the need for a shift from a school-centered approach to a relational approach in transition practices.

Subject Added Entry-Topical Term  

Early childhood education.

Subject Added Entry-Topical Term  

Curriculum development.

Subject Added Entry-Topical Term  

Educational technology.

Subject Added Entry-Topical Term  

Educational psychology.

Subject Added Entry-Topical Term  

Educational sociology.

Index Term-Uncontrolled  

Formal education experiences

Index Term-Uncontrolled  

Kindergarten teachers

Index Term-Uncontrolled  

Home-school relations

Index Term-Uncontrolled  

School-centered approach

Index Term-Uncontrolled  

Home visit reflections

Added Entry-Corporate Name  

The University of Wisconsin - Madison Curriculum & Instruction

Host Item Entry  

Dissertations Abstracts International. 85-12A.

Electronic Location and Access  

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Control Number  

joongbu:658465