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Kindergarten teachers' perspectives about literacy education: A comparison between South Korea and the United States

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Identifier	Thesis 1977
Author	Myung, HyoJung
Title	Kindergarten teachers' perspectives about literacy education: A comparison between South Korea and the United States
Publisher	Central Connecticut State University
Date	2008
Resource Type	Master's Thesis
Notes	The purpose of this study is to compare kindergarten teachers' perspectives regarding literacy education in S. Korea and the U.S.A; the need for literacy education, who drives that need, the level of expected achievement, teaching time, teachers' most pressing problems, and their perceptions about teaching approaches in literacy instruction. The literature review describes each country's social/educational circumstances, curriculum standards, and research findings concerning literacy education. Data were collected through surveys in Seoul, S. Korea and in Connecticut, U.S.A. Usable responses to the survey were provided by 162 of the participants. Both countries' kindergarten teachers have a perception about the needs for literacy education, but their reasons and priority drivers are different. In S. Korea reading instruction emphasizes students' interest; whereas in the U.S.A it is seen as fundamental for learning in other areas. In S. Korea parents drive literacy education, whereas in the U.S.A it is driven by administrators. The level of expected achievement, teaching time, and areas of greatest challenge are perceived differently across the two countries. In S. Korea there is a higher level of expectation in literacy, in the U.S.A teachers spend more time on literacy. In S. Korea the most pressing problem is how to accommodate for the different levels and abilities of students; in the U.S.A it is a lack of students' interest or motivation. Instructional approaches are also different. In S. Korea there is a strong whole language approach, in the U.S.A there is a tendency to use scripted approaches. This information from this study may serve as fundamental data to set up an advisable direction for literacy education in S. Korea, affecting education policy and practical decisions. It is my personal recommendation that S. Korean in-service kindergarten teachers be provided with professional development opportunities to further explore current research and practice in early literacy instructional practices.
Subject	Literacy -- Study and teaching (Early childhood) -- Korea (South) Literacy -- Study and teaching (Early childhood) -- United States Comparative education
Department	Department of Reading and Language Arts
Advisor	Weiss, Kenneth J
Type	Text
Digital Format	application/pdf
Language	eng
OCLC number	713734315
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