Literaturnachweis - Detailanzeige
Autor/inn/en | Oliemat, Ali; Al-Zboon, Eman; Al-Dababneh, Kholoud |
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Titel | The Importance of and Barriers to Using a Reading Pictures Strategy in the Kindergarten Curriculum: Jordanian Teachers' Perspectives |
Quelle | In: International Journal of Early Years Education, 30 (2022) 4, S.650-660 (11 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0966-9760 |
DOI | 10.1080/09669760.2020.1779670 |
Schlagwörter | Reading Strategies; Visual Aids; Kindergarten; Foreign Countries; Preschool Teachers; Teacher Attitudes; Barriers; Affordances; Educational Attainment; Specialization; Teaching Experience; Individual Differences; Reading Instruction; Jordan Reading strategy; Leselernstufe; Lesetechnik; Anschauungsmaterial; Ausland; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Lehrerverhalten; Bildungsabschluss; Bildungsgut; Arbeitsteilige Spezialisierung; Individueller Unterschied; Leseunterricht |
Abstract | This study examines the perceptions of kindergarten (KG) teachers in Jordan about the importance of using a reading pictures strategy and the barriers to doing so. A descriptive design was employed and 192 teachers were surveyed to rank their perceptions. The results showed that teachers perceived a moderate level of importance about using reading pictures and almost a quarter indicated a low level of importance. There was no significant effect of specialisation, while there was a significant effect of qualification and years of experience. The results also revealed that using a reading pictures strategy is currently constrained by different factors including low parental involvement and lack of administration interest. A number of recommendations are presented for enhancing teachers' perceptions regarding a reading pictures strategy and combating constraints. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |