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You are viewing a record from the Connection Collection, a searchable annotated bibliography database. It links you with research-based information that you can use to connect schools, families, and communities.

Title: How are transition-to-Kindergarten activities associated with parent involvement during Kindergarten?
Author:Germino-Hausken, E., & Rathbun., A. H.
Resource Type:Conference Proceedings or Presentation
Paper presented at the Annual Meeting of the American Educational Research Association, Seattle, WA
ERIC #:ED452951 (click to view this publication's record on the ERIC Web site)
Education Level:Early Childhood/Pre-K, Elementary
Literature type:Research and Evaluation

The purpose of this study is to examine the degree to which transition-to-kindergarten activities offered by teachers or their schools are associated with various school characteristics and parent involvement. The study found that teachers reported using an average of three transition activities. The most common activities were phoning and sending information home about the kindergarten program, inviting parents to visit the program, and inviting parents to attend a pre-enrollment orientation. The average number of activities practiced was associated with the characteristics of the school. Teachers in schools with low proportions of at-risk children reported using more activities compared with teachers in schools with higher proportions of at-risk children. Significantly more teachers in schools with low proportions of at-risk children reported using low contact transition activities. Teachers in schools with lower proportions of children eligible for free and reduced-price lunch reported greater parent attendance at conferences, open houses, and art/music events. As the proportion of children from low-income households in the school increased, the proportion of parent volunteers decreased. Data for this study came from the Early Childhood Longitudinal Study, Kindergarten Class of 1998-99 (ECLS-K) teacher and administrator questionnaires. The sample includes 3,243 kindergarten teachers. Authors state that the teacher sample is representative of about 190,200 kindergarten teachers in about 72,300 schools during the 1998-99 school year. The study may be used to guide decisions about selecting appropriate transition-to-kindergarten activities to ensure a smoother transition for all children. Because there was no control group, causality cannot be determined. The study provided detailed descriptions of how teachers use transition-to-kindergarten activities.

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