School Readiness, Governance and Early Years Ability Grouping

Autor/in	Roberts-Holmes, Guy
Titel	School Readiness, Governance and Early Years Ability Grouping
Quelle	In: Contemporary Issues in Early Childhood, 22 (2021) 3, S.244-253 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Roberts-Holmes, Guy)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1463-9491
DOI	10.1177/1463949119863128
Schlagwörter	School Readiness; Governance; Ability Grouping; Foreign Countries; Early Childhood Teachers; Preservice Teachers; Ability Identification; Teacher Attitudes; Self Esteem; United Kingdom (England) + Suchen Sie Ihr Suchwort? Readiness for school; School ability; Schulreife; Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Bildungspolitik; Finanzierung; Homogene Gruppierung; Niveaugruppierung; Streaming; Ausland; Early childhood; Early childhood education; Teacher; Teachers; Frühe Kindheit; Frühkindliche Bildung; Frühpädagogik; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Self-esteem; Selbstaufmerksamkeit
Abstract	Compliance to government-prescribed national 'school-readiness' performance measures, particularly in early numeracy and literacy, readies and governs early years children for primary schools' test-based culture. Performance measures, such as the Early Learning Goals and the Phonics Screening Check, govern and steer early years teachers towards inappropriate ability-grouping practices to obtain required outputs and results. This research draws on the findings of an English nationwide survey of early years and primary Key Stage 1 teachers (n = 1373), four focus groups and four case study schools with 12 in-depth interviews. Early years teachers' attempts to meet nationally imposed school-readiness performance measures are analysed as Foucauldian governance. Finally, the article examines ability-labelling and ability-grouping impacts on children's well-being and aspirations. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01