Traditionally, kindergarten programs have been offered in various ways across the province of Ontario (e.g., half day every day; all day, alternate day). Starting in 2010, the
Ontario Ministry of Education began implementing full day, every day kindergarten in all publically funded schools. This large-scale innovation has resulted in a number of important changes. The kindergarten teacher is experiencing a variety of these changes.
This qualitative study focuses on reactions and concerns of kindergarten teachers as they begin to implement full day kindergarten. Semi-structured interviews and classroom observations with five kindergarten teachers provide information about these reactions and
concerns. The Stages of Concern framework, one aspect of the Concerns-Based Adoption Model (CBAM), will be used to discuss these findings and how full day kindergarten has impacted the kindergarten teacher.
| Identifer | oai:union.ndltd.org:TORONTO/oai:tspace.library.utoronto.ca:1807/33651 |
| Date | 28 November 2012 |
| Creators | Goulden, Wendy D. |
| Contributors | Bennett, Barrie |
| Source Sets | University of Toronto |
| Language | en_ca |
| Detected Language | English |
| Type | Thesis |
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