At the close of the first full year, PKTP's communication about the importance of transition was unclear to many teacher and parent participants¶

Claim · All claims
Evidence · 1 study · design r2 · q2
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Parents who participated in PKTP activities did not necessarily understand that there was a focus on the importance of transition, and teachers from both grades indicated that more explicit integration of transition into activities would help clarify goals. → Spain 2018

Evidence¶

Spain 2018¶

Spain, A.K., Ehrlich, S.B., Cowhy, J.R., Dasgupta, D.K., & Lockaby, T. (2018). A community effort to support the transition from pre-K to kindergarten. Chicago, IL: University of Chicago Consortium on School Research and Chapin Hall at the University of Chicago. https://consortium.uchicago.edu/publications/community-effort-support-transition-pre-k-kindergarten

q2 · i? · design · r2

Findings on communication about the importance of transition from the developmental evaluation's participant reports. While pre-K teachers reported PKTP contributed to their understanding of transitions, teachers from both grades indicated a more explicit integration of transition into PKTP activities would be helpful for clarifying goals and intended outcomes.

"However, at the close of the first full year of implemen tation, PKTP's communication about the importance of transitions was less clear to teacher and parent participan ts. Parents who participated in PKTP activities did not necessarily understand that there was a focus on the importance of transition."

Discussion¶

Related Claims¶

• Pre-K teachers implemented PKTP's common classroom practices more consistently than kindergarten teachers, with dramatic play and trauma-sensitive practices least frequent among kindergarten teachers — related
• PKTP family learning activities created opportunities for informal teacher-family relationships and a greater sense of community — related
• Consistent participation in a cross-grade, cross-school professional learning community supported PKTP implementation and teacher learning — related
• Close monitoring of school experiences is important for children in their first year of foster care — related