Examining How Stakeholders at the Local, State, and National Levels Made Sense of the Changed Kindergarten

Autor/inn/en	Brown, Christopher P.; Englehardt, Joanna; Barry, David P.; Ku, Da Hei
Titel	Examining How Stakeholders at the Local, State, and National Levels Made Sense of the Changed Kindergarten
Quelle	In: American Educational Research Journal, 56 (2019) 3, S.822-867 (46 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Brown, Christopher P.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0002-8312
DOI	10.3102/0002831218804152
Schlagwörter	Stakeholders; Educational Change; Kindergarten; Standardized Tests; Preschool Teachers; Teacher Attitudes; Parent Attitudes; Administrator Attitudes; Preschool Children; Student Attitudes; School Readiness; Academic Standards; Accountability; Expectation; Advocacy; Role of Education; Texas; West Virginia + Suchen Sie Ihr Suchwort? Bildungsreform; Standadised tests; Standardisierter Test; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Lehrerverhalten; Elternverhalten; Pre-school age; Preschool age; Child; Children; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Schülerverhalten; Readiness for school; School ability; Schulreife; Verantwortung; Expectancy; Erwartung; Sozialanwaltschaft; Bildungsauftrag
Abstract	Kindergarten in the United States has fundamentally changed. It is the new first grade where children are taught increased academic content and experience more standardized testing. There is much debate among education stakeholders about these changes, but such discussions are often siloed-- making it difficult to know whether these changes reflect these stakeholders' understandings of kindergarten specifically or public education in general. This explorative video-cued multivocal ethnographic study addressed this issue by examining how local, state, and national education stakeholders made sense of the changed kindergarten. Such findings provide insight into what it is they viewed driving these academic and instructional changes, what opportunities for further reform exist, and whether these stakeholders will work to support and/or alter such changes. (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	2020/1/01