Caught in the Middle

Tension and Contradiction in Enacting the Primary Grade Curriculum

Dados Bibliográficos

ID12010409
AutoresLisa S Goldstein (The University of Texas at Austin, autor correspondente)
Ano1998
Volume28
Fascículo3
Páginas311-337
Data de publicação1998-01-01
Peer ReviewedSim
Open AccessNão
TipoARTICLE
PeriódicoCurriculum Inquiry (JOURNAL)
Identificadores do periódicoISSN: 0362-6784 • E-ISSN: 1467-873X
EditoraTaylor & Francis (PUBLISHER • GB)
DOI10.1111/0362-6784.00093
OpenAlexW2078618069
IdiomaEN
Citações recebidas3
Referências citadas17

The primary grades can be seen as an essential piece of elementary school as well as an essential component of early childhood education. But rather than being buttressed and supported by the strength of these two powerful domains, primary grade teachers often find themselves caught in the middle, and face a variety of challenges as a result. This article is a narrative case study of the teaching experience of a primary grade teacher who contends successfully with the competing professional paradigms of early childhood education and elementary schooling. Though this is, in many ways, a success story, it is also characterized by conflict. Complex tensions arose from a mismatch between the teacher’s enacted primary grade curriculum and the expectations and desires of her students’ parents

Art · Contradiction · Curriculum · Developmental psychology · Early childhood · Early childhood education · Epistemology · Face (sociological concept · Literature · Mathematics education · Narrative · Pedagogy · Primary education · School teachers · Social science · Sociology · Variety (cybernetics · Early Childhood Education and Development · Educator Training and Historical Pedagogy · Psychology · Teacher Education and Leadership Studies

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