Pre-K Teachers' Perspectives on Factors That Influence Their Experiences through Universal Pre-K Policy Changes in New York City

Autor/inn/en	Akaba, Sanae; Peters, Lacey E.; Liang, Eva; Graves, Sherryl B.
Titel	Pre-K Teachers' Perspectives on Factors That Influence Their Experiences through Universal Pre-K Policy Changes in New York City
Quelle	In: Journal of Early Childhood Research, 18 (2020) 2, S.143-158 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Akaba, Sanae)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1476-718X
DOI	10.1177/1476718X19885993
Schlagwörter	Preschool Teachers; Teaching Experience; Educational Policy; Educational Change; Neoliberalism; Accountability; Professional Development; Compensation (Remuneration); Professional Identity; Performance Based Assessment; School Readiness; Compliance (Legal); Professional Autonomy; Access to Education; Community Organizations; Educational Quality; Teacher Attitudes; Public Schools; New York (New York) + Suchen Sie Ihr Suchwort? Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Politics of education; Bildungspolitik; Bildungsreform; Neo-liberalism; Neoliberalismus; Verantwortung; Abfindung; Kompensation; Lohnausgleich; Leistungsermittlung; Readiness for school; School ability; Schulreife; Berufsfreiheit; Education; Access; Bildung; Zugang; Bildungszugang; Quality of education; Bildungsqualität; Lehrerverhalten; Public school; Öffentliche Schule
Abstract	The focus of this study is preschool teachers' perspectives on their experiences during a Pre-K expansion in New York City. The expansion brought on neoliberal approaches to curriculum, child assessment, quality improvement, and instructional support in classrooms, and these changes in turn heightened expectations for accountability. This has required new sets of skills and resources for early childhood educators to implement the policy as enactors. Using an implementation research framework and a multiple case study approach, this study examined 14 Pre-K teachers' experiences during a policy enactment process and how the policy affected their practice and beliefs. In doing so, it became evident that teachers' daily experiences, loaded with the added requirements to execute the recommended practices set by the shifting landscape of early childhood education, lead to confusions and struggles between their beliefs about appropriate practices. Our findings also shed light on the high needs for compliance and the commonly seen disparities in professional learning opportunities and compensation, all of which may significantly affect teachers' daily lives and consequently, professional identity. Their insights show how they are seeking shared understandings between all stakeholders. This study examines the phenomena seen in classrooms during the Pre-K expansion in New York City and provides implications for policymakers for possible adjustments for the policy and implementation process. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01