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AutorenReinke, Stephanie; Peters, Lacey; Castner, Daniel
TitelCritically Engaging Discourses on Quality Improvement: Political and Pedagogical Futures in Early Childhood Education
QuelleIn: Policy Futures in Education, 17 (2019) 2, S.189-204 (16 Seiten)
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ZusatzinformationORCID (Reinke, Stephanie)
Spracheenglisch
Dokumenttypgedruckt; online; Zeitschriftenaufsatz
ISSN1478-2103
DOI10.1177/1478210318788001
SchlagwörterEducational Quality; Educational Improvement; Early Childhood Education; Futures (of Society); Ethics; Child Development; Preschool Teachers; Child Caregivers; Preservice Teachers; Teacher Education Programs; Neoliberalism; Global Approach; Teacher Educators; Educational Policy; Cultural Influences; Rating Scales; Standardized Tests; Professional Identity; Teacher Effectiveness; Multicultural Education; Teacher Evaluation; Standards; Early Childhood Environment Rating Scale
AbstractThis article is a commentary developed by three early childhood teacher educators who are concerned about the negative consequences of contemporary policy trends in the United States. The commentary critically examines the influence of quality improvement in early childhood as it relates to environmental rating systems and the use of teacher performance assessments, more specifically, the Early Childhood Environmental Rating Scale and the Teacher Performance Assessment. The article concludes with a potential vision for early childhood scholars and practitioners--building solidarity to function as an emerging, powerful, ethical community of early childhood curriculum workers that thrives without consensus. (As Provided).
AnmerkungenSAGE 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 vonERIC (Education Resources Information Center), Washington, DC
Update2019/2/05
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