While Kindergarten Has Changed, Some Beliefs Stay the Same: Kindergarten Teachers’ Beliefs About Readiness

Hustedt, Jason T.; Buell, Martha; Hallam, Rena A.; Pinder, Wendy M.

doi:10.1080/02568543.2017.1393031

Cited by 24 publications

(18 citation statements)

References 43 publications

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“…In many instances, these debates are often siloed and seldom cross over from one stakeholder group to another (Brewer, Gasko, & Miller, 2011; Little & Cohen-Vogel, 2016). Such isolation makes it difficult to understand what is driving these academic and instructional changes, and whether they reflect the desires of those who legislate, implement, or participate in kindergarten, be it directly or indirectly (e.g., Hustedt, Buell, Hallam, & Pinder, 2018).…”

mentioning

confidence: 99%

Examining How Stakeholders at the Local, State, and National Levels Made Sense of the Changed Kindergarten

Brown

Englehardt

Barry

et al. 2018

American Educational Research Journal

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Kindergarten in the United States has fundamentally changed. It is the new first grade where children are taught increased academic content and experience more standardized testing. There is much debate among education stakeholders about these changes, but such discussions are often siloed— making it difficult to know whether these changes reflect these stakeholders’ understandings of kindergarten specifically or public education in general. This explorative video-cued multivocal ethnographic study addressed this issue by examining how local, state, and national education stakeholders made sense of the changed kindergarten. Such findings provide insight into what it is they viewed driving these academic and instructional changes, what opportunities for further reform exist, and whether these stakeholders will work to support and/or alter such changes.

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mentioning

confidence: 99%

Examining How Stakeholders at the Local, State, and National Levels Made Sense of the Changed Kindergarten

Brown

Englehardt

Barry

et al. 2018

American Educational Research Journal

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“…3) Subject integration helps save valuable instructional time. Today, the content and skills that were required at a specific grade level in the past have become a requirement for an earlier grade (Bassok et al, 2016;Hustedt et al, 2018;Kim et al, 2005;Pyle & Luce-Kapler, 2014). Therefore, teachers feel considerable pressure to rush through the curriculum and often feel forced to focus on test scores more than on deep learning and understanding of the disciplines.…”

Section: Connections To the Standardsmentioning

confidence: 99%

Case Study Involving Art Integration Supports Social Studies Content Learning and Creativity

Zhbanova¹,

Rule²

2022

Journal for Learning through the Arts

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Her teaching and research interests include teacher preparation with emphasis on meeting the needs of diverse students, teaching through the arts and arts-integration, education of the gifted, and creativity development.Audrey C. Rule, Ph.D. is a Professor Emeritus at the University of Northern Iowa and received the Distinguished Scholar Award in 2016 from that institution. She has been an elementary education, gifted education, and certified Montessori teacher at public schools. Her research often addresses creativity and arts integration into core subjects.

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“…al. ( 2018 ), teachers are primary actors and enactors of early childhood care and education; therefore, it is crucial to observe and understand their daily experiences through their policy enactment, and how that influences their values, beliefs, and needs that affect the development of their professional identity.…”

Section: Introductionmentioning

confidence: 99%

Pre-K teachers’ professional identity development at community-based organizations during universal Pre-K expansion in New York City

Akaba

Peters

Liang

et al. 2022

ICEP

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This study examines how policy directives and recommendations implemented during a massive universal Pre-Kindergarten expansion in New York City has impacted teachers’ professional identity. We adapted the critical ecologies of the early childhood profession by Dalli et al. (Early childhood grows up: Towards a critical ecology of the profession. In Early childhood grows up, Springer, Dordrecht, pp. 3–19, 2012) and utilized data from in-depth interviews with teachers at community-based organizations in Pre-K programs. Our thematic analysis of transcripts revealed three themes in relation to teachers’ professional identity: becoming a teacher who can play multiple roles to meet administration’s expectations is necessary; continuously modifying practice based on external support from the leadership and policymakers can be confusing; and having a brand new relationship with administrative bodies presents challenges. Data drawn from these themes reveal external factors that have influence over teachers’ professional identity. As there is heightened attention toward publicly funding early childhood in the U.S., and the need for a respected workforce, the implications of this work includes seeking out teachers’ voices to meet their localized needs to support healthy professional identity development while they adjust their practice in response to the policy change.

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While Kindergarten Has Changed, Some Beliefs Stay the Same: Kindergarten Teachers’ Beliefs About Readiness

Cited by 24 publications

References 43 publications

Examining How Stakeholders at the Local, State, and National Levels Made Sense of the Changed Kindergarten

Examining How Stakeholders at the Local, State, and National Levels Made Sense of the Changed Kindergarten

Case Study Involving Art Integration Supports Social Studies Content Learning and Creativity

Pre-K teachers’ professional identity development at community-based organizations during universal Pre-K expansion in New York City

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