Virginia's Foundation Blocks for Early Learning: Interpretation and Implementation by Practitioners

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dc.contributor.authorNorris, Kimberly Janeen
dc.contributor.committeechairBarksdale, Mary Aliceen
dc.contributor.committeememberWitta, Terry C.en
dc.contributor.committeememberFu, Victoria R.en
dc.contributor.committeememberStewart, Daisy L.en
dc.contributor.departmentTeaching and Learningen
dc.date.accessioned2014-03-14T20:07:45Zen
dc.date.adate2012-04-11en
dc.date.available2014-03-14T20:07:45Zen
dc.date.issued2012-02-09en
dc.date.rdate2012-04-11en
dc.date.sdate2012-02-23en
dc.description.abstractExpectations for accountability have led policy makers to create standards designed to educate children to their highest potential. In addition to k-12 standards, the Commonwealth of Virginia created Foundation Blocks for a state-sponsored preschool program called the Virginia Preschool Initiative. This study included assessment of Virginia's Foundation Blocks for Early Learning: Comprehensive Standards for Four-Year-Olds as they relate to theories of Piaget, Vygotsky, and Rogoff. This assessment included play, scaffolded instruction, emergent literacy, and spatial reasoning. The Foundation Blocks were examined to determine how they were interpreted and implemented by preschool classroom teachers. Using a case-study format, four volunteer teachers participated in three days of classroom observations, be interviewed, and complete a survey. Evidence showed that the standards were theoretically based, and the participating teachers' pedagogy included play, emergent literacy, and spatial reasoning. Scaffolded instruction was not observed. There were concerns about teachers' low expectations and low-level questioning techniques.en
dc.description.degreePh. D.en
dc.identifier.otheretd-02232012-113551en
dc.identifier.sourceurlhttp://scholar.lib.vt.edu/theses/available/etd-02232012-113551/en
dc.identifier.urihttp://hdl.handle.net/10919/26293en
dc.publisherVirginia Techen
dc.relation.haspartNorris_KJ_D_2012.pdfen
dc.relation.haspartNorris_KJ_D_2012_f2.pdfen
dc.relation.haspartNorris_KJ_D_2012_f3.pdfen
dc.relation.haspartNorris_KJ_D_2012_f1.htmen
dc.rightsIn Copyrighten
dc.rights.urihttp://rightsstatements.org/vocab/InC/1.0/en
dc.subjectearly childhood theoriesen
dc.subjectVirginia's Foundation Blocksen
dc.subjectpreschoolen
dc.subjectscaffolded instructionen
dc.subjectplayen
dc.subjectemergent literacyen
dc.subjectspatial reasoningen
dc.titleVirginia's Foundation Blocks for Early Learning: Interpretation and Implementation by Practitionersen
dc.typeDissertationen
thesis.degree.disciplineCurriculum and Instructionen
thesis.degree.grantorVirginia Polytechnic Institute and State Universityen
thesis.degree.leveldoctoralen
thesis.degree.namePh. D.en

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