Kindergarten Teacher Buy-In for Standards-Based Reforms: A Dynamic Interplay between Professional Identity and Perceptions of Control

Autor/inn/en	Briggs, Jennifer O.; Russell, Jennifer Lin; Wanless, Shannon B.
Titel	Kindergarten Teacher Buy-In for Standards-Based Reforms: A Dynamic Interplay between Professional Identity and Perceptions of Control
Quelle	In: Early Education and Development, 29 (2018) 1, S.125-142 (18 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1040-9289
DOI	10.1080/10409289.2017.1361288
Schlagwörter	Kindergarten; Preschool Teachers; Classroom Techniques; Educational Change; Standards; School Districts; Qualitative Research; Professional Identity; Teacher Attitudes; Well Being; Teacher Administrator Relationship; Interviews; Educational Policy; Case Studies; California + Suchen Sie Ihr Suchwort? Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Klassenführung; Bildungsreform; Standard; School district; Schulbezirk; Qualitative Forschung; Lehrerverhalten; Well-being; Wellness; Wohlbefinden; Interviewing; Interviewtechnik; Politics of education; Bildungspolitik; Case study; Fallstudie; Case Study; Kalifornien
Abstract	Political and societal pressures are influencing kindergarten teachers and their classroom practices on a national level. Teachers' receptivity to reforms depends to a large degree on their buy-in to the change effort. Drawing on analyses of interviews with kindergarten teachers across school and districts, this study examined teacher buy-in to an increased academic focus in kindergarten and in turn the factors that influence buy-in. Research Findings: Analyses revealed that kindergarten teachers in the same schools and districts had qualitatively different responses to the increased academic focus in kindergarten. Teachers' professional identity, sense of control, and interactions with school leaders emerged as factors influencing teacher buy-in. Practice or Policy: The role of teacher buy-in as a crucial component in times of change is discussed. Specifically, situating reforms in the context of implementation science and teacher well-being is discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01