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Preschool to School: Transition Through the Eyes of Teachers Ruthann Arneson [email protected]

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Preschool to School: Transition Through the Eyes of Teachers Ruthann Arneson Arneson1@Marshall.Edu Marshall University Marshall Digital Scholar Theses, Dissertations and Capstones 2016 Preschool to School: Transition through the Eyes of Teachers Ruthann Arneson [email protected] Follow this and additional works at: http://mds.marshall.edu/etd Part of the Curriculum and Instruction Commons, Early Childhood Education Commons, and the Pre-Elementary, Early Childhood, Kindergarten Teacher Education Commons Recommended Citation Arneson, Ruthann, "Preschool to School: Transition through the Eyes of Teachers" (2016). Theses, Dissertations and Capstones. 1049. http://mds.marshall.edu/etd/1049 This Dissertation is brought to you for free and open access by Marshall Digital Scholar. It has been accepted for inclusion in Theses, Dissertations and Capstones by an authorized administrator of Marshall Digital Scholar. For more information, please contact [email protected], [email protected]. Preschool to School: Transition through the Eyes of Teachers A dissertation submitted to The Graduate College of Marshall University In partial fulfillment of the requirements for the degree of Doctor of Education In Curriculum and Instruction by Ruthann Arneson Approved by Dr. Linda Spatig, Ed. D. Committee Chair Dr. Ronald Childress, Ed. D. Dr. Janet Dozier, Ed. D. Dr. Louis Watts, Ed. D. Marshall University December 2016 ii ACKNOWLEDGEMENTS I would first like to thank all the teachers who shared their time and expertise with me. Providing your insight into transitions is appreciated. Your dedication to the children you teach was evident and I am grateful for all you do. Next I thank the members of my committee, starting with Dr. Spatig, my committee chair. I appreciate your guidance throughout this process. I was intrigued by qualitative research when I met you 23 years ago during TDP. Little did I know where that interest would take me! Your expertise in qualitative research, the endless edits and suggestions you made while encouraging me to go forward have made this journey possible. You have supported me and have truly influenced me to be the person I am today. Next, I thank Dr. Childress. You were one of the first people I met when I began the doctoral program. You have provided guidance and wisdom throughout my time in the program and through the writing process. Thank you for your continuous support and encouragement. Thank you, too Dr. Watts. I appreciate the time, effort, and insight you have given me as I have moved through the doctoral process. I always did appreciate your keen sense of observation when we worked together in Lincoln County. Dr. Dozier, thank you for being there from the very beginning when I decided to pursue my doctorate. You have been my greatest fan and cheerleader. I so appreciate your encouragement, expertise, knowledge, and vision. You saw that I could do this even when I didn’t see it myself. I wouldn’t be where I am without your reassurance and support. A big thank you goes to McKenzie Conley for taking on the job of transcribing my interviews. You took on this task and did it conscientiously and went over and above iii the job of a graduate assistant. To my fellow student, Georgia Thornton, thank you for being with me during this journey. Finally to my family Neil, Emma, and Ethan Arneson, thanks for all your love and support. You never complained when I had to work and couldn’t spend time with you. Neil, you have always been there for me and I so appreciate that. No matter what, you had my back. Emma, you have read and edited my work and been there throughout the program. Ethan, you put a smile on my face whenever you asked me how my day was. Thank you all for your love and support. I couldn’t have done it without you. iv Table of Contents Acknowledgements ............................................................................................................ iii Abstract ............................................................................................................................ viii Chapter I: Introduction .......................................................................................................1 School Readiness..............................................................................................................2 Transition .........................................................................................................................4 Problem Statement ...........................................................................................................9 Research Question ..........................................................................................................10 Purpose of Study ............................................................................................................10 Settings and Participant Selection ..................................................................................11 Data Collection ...............................................................................................................11 Data Analysis .................................................................................................................12 Strengths and Limitations...............................................................................................12 Significance of Study .....................................................................................................13 Organization of Study ....................................................................................................13 Chapter 2: Review of the Literature ...................................................................................15 School Readiness............................................................................................................15 Transition .......................................................................................................................21 Chapter 3: Research Methods ............................................................................................40 Design.............................................................................................................................40 Setting.............................................................................................................................41 Sampling/Participants.....................................................................................................42 Data Collection ...............................................................................................................43 v Data Analysis .................................................................................................................45 Methodological Strengths and Delimitations .................................................................46 Validity ...........................................................................................................................47 Chapter 4: Setting and Participants ....................................................................................50 Clifton County ................................................................................................................49 Merritt County ................................................................................................................51 School and Teacher Characteristics ...............................................................................51 Transforming Transitions ...............................................................................................54 After School Training.....................................................................................................58 Transition Camps ...........................................................................................................61 Chapter 5: Results From Clifton County ..........................................................................68 Pre-k Teachers ................................................................................................................68 Kindergarten Teachers ...................................................................................................87 Chapter 6: Results From Merritt County ........................................................................105 Pre-k Teachers ..............................................................................................................105 Kindergarten Teachers .................................................................................................122 Chapter 7: Case Study Analysis and Interpretation .........................................................141 Spending Time Together and Talking Together =Positive Relationships and Successful Transitions ....................................................................................................................142 Differences, Distance, and Dissension .........................................................................148 Limitations and Strengths of the Study ........................................................................151 Implications for Future Research .................................................................................152 Conclusions and Significance ......................................................................................154 vi References ........................................................................................................................156 Appendix A: Letter from Institutional Research Board ...............................................167 Appendix B: Research
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