Struggling to Overcome the State's Prescription for Practice
A Study of a Sample of Early Educators’ Professional Development and Action Research Projects in a High-Stakes Teaching Context
Datos Bibliográficos
| ID | 4965798 |
|---|---|
| Autores | C P Brown (0000-0002-0076-9683, The University of Texas at Austin, autor de correspondencia), Nora Weber (0000-0002-1013-3734, University of Mary Hardin–Baylor), Natalie Babiak Weber (The University of Mary Hardin-Baylor, Belton, TX, USA) |
| Año | 2016 |
| Volumen | 67 |
| Número | 3 |
| Páginas | 183-202 |
| Fecha de publicación | 2016-05-01 |
| Peer Reviewed | Sí |
| Open Access | Sí |
| Tipo | ARTICLE |
| Revista | Journal of Teacher Education (JOURNAL) |
| Identificadores de la revista | ISSN: 0022-4871 • E-ISSN: 1552-7816 |
| Editorial | SAGE Publications Inc (PUBLISHER) |
| DOI | 10.1177/0022487116636452 |
| OpenAlex | W2322035224 |
| Idioma | EN |
| Citas recibidas | 18 |
| Referencias citadas | 100 |
Issues of standardization, student achievement, and diversity have dramatically altered teaching within early childhood programs across the United States. This has created a situation in which teacher educators need to assist practicing and preservice teachers working in these contexts with formulating instructional responses that address policymakers' high-stakes demands, take into account the best practices of early childhood, and attend to children's linguistic, cultural, socioeconomic, and political worlds. This article addresses this issue by examining findings from a qualitative study of a professional development course within a large urban school district for prekindergarten and kindergarten teachers. In the course, the teachers were asked to engage in action research projects that pursued learning experiences with their students reflecting issues central to their lives in and/or outside their classrooms. Analyzing and interpreting their experiences sheds light on how teacher educators can support practicing and preservice teachers in responding to the governmental, institutional, and local demands on their teaching while attempting to formulate learning experiences that reflect their students' sociocultural worlds
Action (physics) · Developmental psychology · Diversity (politics) · Early childhood · Early childhood education · Faculty Development · Mathematics education · Pedagogy · Political science · Politics · Professional development · Qualitative research · Social science · Sociocultural evolution · Socioeconomic status · Sociology · Standardization · Teacher education · Early Childhood Education and Development · Indigenous and Place-Based Education · Psychology · Teacher Education and Leadership Studies
Políticas de desarrollo docente como narrativa oficial del neoliberalismo en Chile. Un necesario contraste con las narrativas docentes
How Education Stakeholders Made Sense of the Types of Learning Experiences Children are and Should be Having in Kindergarten and Why
There’s ‘learning in that struggle’
Positioning theory as a framework for understanding the facilitation of professional development for educational leaders
Using Action Research to Support Educators’ Development of Adaptive Expertise with Culturally Responsive Education
Make Kindergarten “Funner”
Does reciprocal peer observation promote the transfer of learning to teaching practice
Teaching through culture
Pre-K teachers’ perspectives on factors that influence their experiences through universal Pre-K policy changes in New York City
Exploring Head Start teacher and leader perceptions of the Pre-K Classroom Assessment Scoring System as a part of the Head Start Designation Renewal System
Sustainable Teaching
Kindergarten isn’t fun anymore. Isn’t that so sad?”
A new framework for teachers’ professional development
Examining How Stakeholders at the Local, State, and National Levels Made Sense of the Changed Kindergarten
The Role of Habitus, Structure, and Agency in the Implementation of Science Reform Practices
Teaching in Dehumanizing Times
(Re)Constructing Teacher Knowledge
Examining Preservice Teachers' Conceptions of Teaching to Consider the Impact of Policymakers' Neoliberal Reforms on Their Sensemaking of Their New Profession
Multicultural Education
Learning Policy
From Neurons to Neighborhoods
Standards Deviation
(In)Fidelity
Operationalizing Culturally Relevant Pedagogy
Principal–Teacher Interactions
The Effects of Preschool Education
Professional Development and Teacher Change
The Relation of Preschool Child-Care Quality to Children's Cognitive and Social Developmental Trajectories through Second Grade
Effects of Professional Development on Teachers’ Instruction
The Politics of Official Knowledge
From Neurons to Neighborhoods
Policy Implementation and Cognition
Conceptualizing Teacher Professional Learning
Collective Sensemaking about Reading
Reframing Professional Development Through Understanding Authentic Professional Learning
Case Study Research
Philosophy of the Teacher (Journal of Philosophy of Education)
Doing Foucault in Early Childhood Studies
Writing Ethnographic Fieldnotes
Toward a Theory of Teacher Community
Conforming to reform
Conceptualization of readiness and the content of early learning standards
Dose–response relations between preschool teachers’ exposure to components of professional development and increases in quality of their interactions with children
Beyond the DAP versus standards dilemma
Opportunities and challenges in the development of teachers’ knowledge
Teachers' talk of experiencing
Examining the development of a teacher learning community
Teacher education policies in the United States
Representations of teaching and standards-based reform
Teachers’ sense-making about comprehensive school reform
Teachers’ positioning towards an educational innovation in the light of ownership, sense-making and agency
Teacher Identity and Agency in School Worlds
Education as recovery
Economic crisis, accountability, and the state’s coercive assault on public education in the USA
The Dreamkeepers
Evidence, Argument, and Persuasion in the Policy Process
Enacting a Culturally Responsive Curriculum in a Novice Teacher's Classroom
Addressing the Achievement Gap and Disproportionality Through the Use of Culturally Responsive Teaching Practices
Culturally Relevant Pedagogy 2.0
Culturally Sustaining Pedagogy
Professional Development and Teacher Learning
Accountability Policy, School Organization, and Classroom Practice
From Child’s Garden to Academic Press
The Changing Roles of Teachers in an Era of High-Stakes Accountability
Studying Teachers’ Sensemaking to Investigate Teachers’ Responses to Professional Development Focused on New Standards
Naturalistic inquiry
The teacher's soul and the terrors of performativity
Toward a Theory of Culturally Relevant Pedagogy
Curriculum Making as Novice Professional Development
Addressing Linguistic Diversity from the Outset
Acquisition of literate discourse
Contexts, Connections, and Consequences
Unpacking the "Urban" in Urban Teacher Education
The Turn Once Again Toward Practice-Based Teacher Education
Children of Reform
The Work of Teaching and the Challenge for Teacher Education
The Role of Context in Learning to Teach Writing
Shifting from Developmental to Postmodern Practices in Early Childhood Teacher Education
Effects of Video Club Participation on Teachers' Professional Vision
Preparing for Culturally Responsive Teaching
Teacher Learning
Challenges to Conceptualizing and Actualizing Culturally Relevant Pedagogy
Beyond Decoupling
| Obras citantes distintas | 18 |
|---|---|
| Citas por año | 1,8 |
| Intervalo de citas | 2016 - 2025 (10) |
| Velocidad de citación | recent |
| Altamente citado | No |
| Tipos de cita | Neutras: 18 |