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ERIC Number: EJ1165631
Record Type: Journal
Publication Date: 2017
Pages: 23
Abstractor: As Provided
ISSN: ISSN-1059-308X
Inclusive Prekindergarten Classrooms in a New Era: Exploring the Perspectives of Teachers in the United States
Anderson, Elizabeth McKendry; Lindeman, Karen Wise
School Community Journal, v27 n2 p121-143 2017
The purpose of this article is to share the results of a qualitative research study designed to shed light on the perspectives of inclusive prekindergarten classroom teachers in the United States. This study used surveys, interviews, and classroom observations to explore understandings of recently adopted learning standards and accountability reforms, as well as perceptions of the benefits and challenges of today's inclusive prekindergarten settings. Data revealed four primary themes: early childhood teachers in inclusive prekindergarten settings value collaboration; they believe inclusive settings have the potential to benefit all children; inclusive prekindergarten teachers are facing significant new challenges; and, they need additional resources to address the challenges and realize the benefits. Building on these data, the authors provide an argument for the field of early childhood education in the United States to help build the capacity of inclusive prekindergarten settings to meet existing challenges and new demands.
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Publication Type: Journal Articles; Reports - Research
Education Level: Preschool Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New York
Grant or Contract Numbers: N/A