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ERIC Number: ED540459
Record Type: Non-Journal
Publication Date: 2011
Pages: 129
Abstractor: As Provided
Reference Count: 0
ISBN: ISBN-978-1-2671-4259-7
Inner Struggles, Institutional Conflicts, and Pedagogical Opportunities: A Study of Four Kindergarten Teachers Adapting to the Challenges of a Full-Day Program
Minicozzi, Lisa L.
ProQuest LLC, Ed.D. Dissertation, Teachers College, Columbia University
The purpose of this study is to explore the tensions that exist between the pressures teachers feel about accountability and what early childhood teachers have long known as developmentally appropriate practice. This study addresses the experiences, insights, and reflections of four kindergarten teachers working at a suburban elementary school. In particular, their views about the challenges and tensions they contended with while moving to a full-day kindergarten program are emphasized. Kindergarten teachers, who begin children on their journey into formalized schooling, are feeling the pressures of increased accountability while trying to maintain a developmentally appropriate approach in their classrooms. This study documents the experiences of four kindergarten teachers as they negotiate tensions and consequently make meaning of their teaching program. Through a qualitative case study approach, the research suggests that strong tensions exist between the pressures the teachers felt about accountability and providing a developmentally appropriate approach to early learning. This study uncovered how teachers are coping with this challenge and what resolutions, if any, were made. The results of this study are intended to inform teachers, administrators, and teacher preparation programs of the needs and concerns of kindergarten teachers committed to a developmentally appropriate, child-centered approach to early learning. Data were collected primarily through in-depth interviews. The participant teachers in this study are struggling to live within the often conflicting demands of their school district's kindergarten program. These teachers strive to embrace developmentally appropriate practice while adhering to specific curricular mandates that tend to require a more teacher-directed approach. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Early Childhood Education; Elementary Education; Elementary Secondary Education; Kindergarten
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A