Integrating formal and informal subsystems
A case study of Promise City’s early care and education model
Bibliographic Data
| ID | 21639643 |
|---|---|
| Authors | Xingyuan Gao (0000-0002-7497-3302, East China Normal University), Jianping Shen (0000-0002-7669-6046, Western Michigan University), Alton Leon Alford, Megan Russell Johnson (0000-0001-6397-5030, W.K. Kellogg Foundation), Huilan Y Krenn (W.K. Kellogg Foundation) |
| Year | 2024 |
| Volume | 32 |
| Publication date | 2024-10-15 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Education Policy Analysis Archives (JOURNAL) |
| Journal identifiers | ISSN: 1068-2341 • E-ISSN: 1068-2341 |
| Publisher | Mary Lou Fulton College for Teaching and Learning Innovation (PUBLISHER) |
| DOI | 10.14507/epaa.32.7776 |
| OpenAlex | W4403414282 |
| Language | EN |
This case study explores effective practices within a district’s early care and education model. Interviews were conducted with eight parents of high-performing students and seven district ECE partners from Promise City. The results of this case study lead to the development of a model that comprises best practices within the (a) informal ECE subsystem, (b) formal ECE subsystem, and (c) intersection of the informal and formal subsystems. The model incorporates the best practices identified by Ma et al’s. (2016) meta-analysis, as well as unique best practices found within Promise City. The findings highlight the importance of both informal and formal learning environments and actively working to bridge these environments
Economic growth · Economics · Formal education · Higher education · Informal education · Mathematics education · Pedagogy · Sociology · Architecture, Design, and Social History · Psychology
| Citation velocity | historical |
|---|---|
| Highly cited | No |