Sound Bites Won't Prepare the Next Generation: Early Childhood Teacher Education Policy Public-Private Divide in Massachusetts

Autor/inn/en	Abbate-Vaughn, Jorgelina; Paugh, Patricia C.; Douglass, Anne
Titel	Sound Bites Won't Prepare the Next Generation: Early Childhood Teacher Education Policy Public-Private Divide in Massachusetts
Quelle	In: Educational Policy, 25 (2011) 1, S.215-239 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0895-9048
DOI	10.1177/0895904810386602
Schlagwörter	Early Childhood Education; Preschool Children; Young Children; Politics of Education; Access to Education; Equal Education; Accountability; Teacher Effectiveness; Case Studies; Teacher Education Programs; School Readiness; Massachusetts + Suchen Sie Ihr Suchwort? Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Frühe Kindheit; Educational policy; Bildungspolitik; Access; Bildung; Zugang; Bildungszugang; Verantwortung; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Case study; Fallstudie; Case Study; Readiness for school; School ability; Schulreife; Master-Studiengang
Abstract	The political emphasis on early education speaks of growing expectations for equal access and the need to ensure quality--by way of standard accountability measures--on behalf of all young children. A central element in the improvement of early education focuses on teacher quality. In this article we examine and discuss the challenges related to finding and retaining highly qualified early childhood teachers, how this may impact preschool program quality, school readiness, and the ensuing academic achievement gaps among students of diverse backgrounds. Through a case study involving one state, we examine its agencies overseeing early education and care, teacher credentialing, and early childhood teacher education programs. Insights provided are useful for those concerned with children's equitable access to highly qualified teachers in states with policy inconsistencies that appear to unintentionally but factually perpetuate the income-achievement gap. (Contains 3 tables.) (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10