Differentiated Instruction in Indonesian Private Kindergartens: Challenges in Implementing an Independent Curriculum

Differentiated instruction facilitates learning based on students’ unique interests, preparedness for learning, and learning profiles. Many teachers lack a comprehensive understanding of differentiated instruction, particularly in kindergarten. Teachers used to employ Student Worksheets to facilitate learning. This study aims to: (1) the implementation of differentiated instruction at an Indonesian private kindergarten, (2) the factors that facilitate the instruction’s implementation, and (3) the efforts to deal with any challenges encountered during the implementation of the instruction. This study employed a qualitative case study design to capture a phenomenon comprehensively and contextually by gathering data directly from the subject under investigation. The study was executed at Aisyiyah Kindergarten, Sukorejo, Indonesia. It is the only Indonesian kindergarten in Sukorejo that incorporates an independent curriculum called Sekolah Penggerak. Teachers implement holistic-integrative learning design to differentiate instructional activities. Learning media containing STEAM Loose parts were utilized to determine various factors that may facilitate or impede the instruction. Factors that facilitate instruction include the learning environment, media utilization, teachers’ creativity, the student-teacher relationship, the implementation of teaching techniques, students’ psychological well-being, and community support beyond the school setting. The inhibitory factors encompass a scarcity of learning resources, students’ lack of preparedness for learning, a shortage of teachers, and inadequate infrastructure. This study revealed that the school tried to address the challenges by collaborating with the community inside and outside the school, such as with student guardians, the foundation administrator, and related agencie

Impact of Digital Media on Social-Emotional Development in Early Childhood: A Case Study at TK Kartika XX-46 Kendari

This qualitative study explores digital media's impact on children's social-emotional development at TK Kartika XX-46 Kendari, particularly emphasizing its educational utility and influence on educators' motivation and teaching efficacy. Employing a multi-phase approach involving planning, implementation, and assessment, the research reveals that digital media positively affects children’s social-emotional growth, as evident through heightened enthusiasm and positive behaviors like empathy. The study also discovered an enhancement in educators' motivation and diversification in teaching methods. Initial limitations, such as low digital literacy among teachers and insufficient infrastructure, have been progressively mitigated through concerted efforts involving multiple stakeholders. In a broader context, these findings offer valuable implications for educational practices and public policy by laying the groundwork for future research to refine pedagogical strategies. The study's limitations include its restricted scope, which is confined to one educational institution. Future studies should investigate varied educational settings and examine the complex effects of different digital platforms on children's social-emotional development

Improving Schools Through Youth Leadership and Community Action

Presents a case study of community organizing for school reform by Northwest Bronx Community and Clergy Coalition and Sistas and Brothas United: how their campaigns shaped leadership development, district policy, school capacity, and student outcomes

Examining The General Quality Of Early Childhood Education And Structural Variables In Support Of Early Childhood Inclusion In Beijing, China

The primary purpose of this study was to (a) explore the global quality of early childhood programs within the Chinese socio-cultural context, and (b) examine the effects of teachers\u27 years of experience, degree, major, and class size on teachers\u27 perceptions of developmentally appropriate practices, inclusion, and training needs in order to provide services for children with disabilities in regular classrooms. The researcher completed observations in 40 early childhood classrooms using the Early Childhood Environment Rating Scale- Revised (ECERS-R). Results from classroom observations revealed that the global quality of the early childhood learning environment was between minimum and good. Areas that were in need of improvement included materials, time for free play, and provisions for children with disabilities. In addition, 276 teachers from 12 inclusion pilot kindergartens in Beijing completed 3 surveys. Teachers\u27 responses to the developmentally appropriate practices survey revealed a gap between teachers\u27 self-reported developmentally appropriate beliefs and activities. Further, MANOVA results indicated that both class size and years of teaching experience contributed to the differences between teachers. In surveying teachers\u27 inclusion perceptions, MANOVA results suggested that only class size contributed to the differences between teachers. A discriminant function analysis was performed as a follow-up procedure to determine which of the independent variables contributed most to group differences. Moreover, the researcher found that no variables made a difference to teachers\u27 perceived training needs for inclusion. Implications of current study findings for teacher preparation, future research, and policy formation will be discussed

AN EVALUATION OF FULL-DAY KINDERGARTEN PROGRAMMING

The purpose of this program evaluation document is to provide a rationale and structure for implementing full-day kindergarten. The persistence of the achievement gap in the United States requires considerable and deliberate action to narrow and eliminate the gap over time. With the evolving educational landscape and the adoption of the Common Core State Standards, early education, including systematically designed and implemented full-day kindergarten are one way to afford children the opportunity to begin their education on pace to succeed. This program evaluation examines the differences between half-day kindergarten and full-day kindergarten programs including data analysis from the first year of full-day kindergarten implementation in a large suburban school district. This evaluation of full-day kindergarten reveals the benefits of a full-day program result from a quality kindergarten program that makes use of the additional time with students

Pre-K Counts in Pennsylvania for Youngsters' Early School Success: Authentic Outcomes for an Innovative Prevention and Promotion Initiative

Examines the research base for the efficacy of early childhood education. Evaluates Pennsylvania's Pre-K Counts programs, including participants' characteristics, impact and quality of programs and partnerships, lessons learned, and recommendations

The Perceptions Of Elementary Educators Regarding Mathematical Discourse Utilization In The Classroom: A Qualitative Phenomenological Study

Given the lack of proper utilization of mathematical discourse in public elementary settings and the stagnation of mathematical proficiency, the purpose of this qualitative phenomenological study was to explore the perceptions of public elementary K-5 educators regarding the use of mathematical discourse as a pedagogical strategy. Because research indicates there are benefits to facilitating mathematical discourse, this study sought to understand the perceptions of public elementary K-5 teachers regarding the use of mathematical discourse as a pedagogical strategy in the classroom, their perceptions of different pedagogical strategies for facilitating mathematical discourse, and their perceptions of students engage in mathematical discourse while using disciplinary language. Through one-on-one semi-structured interviews with 10 participants, four themes emerged from the data: (a) teachers perceive mathematical discourse as positive, (b) classroom management impacts discourse facilitation, (c) the curriculum used and the professional development of teachers informs the strategies used to facilitate discourse, and (d) mathematical language plays a key role in student engagement in discourse. The findings indicate that districts and schools must provide further professional development on strategies to facilitate mathematical discourse for their teachers, select curricular programs that support teachers in facilitating discourse, and review their master schedules to ensure adequate time for mathematics instruction

A Foundation Goes to School

Traces and analyzes the results of Ford's Comprehensive School Improvement Program to improve public education, which was developed to legitimize the concept of innovation in public school programs and test various kinds of innovation

The Effectiveness of K-12 Principal’s Digital Leadership in Supporting and Promoting Communication and Collaboration Regarding CCSS Implementation

Technology plays an important role in supporting successful College-and Career- State Standards (CCSS) implementation, which requires principals and educators effectively communicate and collaborate at the local, state, and national level. This study aims to investigate the effectiveness of digital leadership in supporting communication and collaboration regarding CCSS implementation in K-12 schools. In this study, 254 public school teachers from five school districts in Mississippi were surveyed. Results showed that principals were most effective in supporting professional development and digital citizenship. In addition, teachers’ age and teaching grades have an impact on the effectiveness of principals’ digital leadership strategies. Implications are discussed in the final section

Integrating cognitive presence strategies: A professional development training for K-12 teachers

For K-12 teachers to improve effective teaching skills, cognitive presence (CP) integration into teaching and learning process is of utmost value. CP strategy training can serve as a facilitating component in supporting K-12 teachers’ instructional capacity. This study presents findings of a teacher professional development training aiming CP strategy implementation at K-12 level. Following a mixed-method methodology, the present research was carried out with 53 teachers from four different campuses and grade levels, who were guided to implement CP strategies in their teaching context. The data sources were CP-integrated lesson plans, trainers’ feedback on these lesson plans, teacher responses on a questionnaire. The data collection methods were utilizing an end-of-the-training questionnaire directed to teachers, lesson plan evaluation through a CP rubric, content analysis of trainer feedback on lesson plans and revised lesson plans. Results unveiled that this professional development training designed and implemented for K-12 teachers led to significantly positive changes in teachers’ CP strategy integration into lesson plans regardless of levels, subjects or topics. This study could also provide important contributions to designing teacher professional development training for researchers, practitioners and teacher trainers, particularly in CP dimension. © 2023 by authors; licensee CEDTECH by Bastas, CY