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ERIC Number: EJ773313
Record Type: Journal
Publication Date: 2007
Pages: 22
Abstractor: Author
Reference Count: 58
ISBN: N/A
ISSN: ISSN-0256-8543
Embracing Pedagogical Multiplicity: Examining Two Teachers' Instructional Responses to the Changing Expectations for Kindergarten in U.S. Public Schools
Goldstein, Lisa S.
Journal of Research in Childhood Education, v21 n4 p378 Sum 2007
The purposes of kindergarten have been changing rapidly in the United States. Kindergarten teachers are facing many new demands; in addition to meeting children's needs across all developmental domains, they must also move their young students toward mastery of a variety of mandated academic skills. This article presents findings from a recent qualitative study of two kindergarten teachers' efforts to respond to these new demands and to establish practices that are responsive to the needs of their students, to the requirements of their state, and to the myriad obligations and expectations shaping their professional context. These teachers' practices, portrayed in vivid narrative vignettes, reveal the value of pedagogical multiplicity in the creation of kindergartens in which mandated content is taught in developmentally appropriate ways. Because kindergarten has become so complex, having access to a variety of instructional approaches and choosing among them flexibly and freely increases teachers' ability to be successful. (Contains 4 tables and 3 notes.)
Association for Childhood Education International. 17904 Georgia Avenue Suite 215, Olney, MD 20832. Tel: 800-423-3563; Tel: 301-570-2111; Fax: 301-570-2212; e-mail: headquarters@acei.org; Web site: http://www.acei.org
Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education; Elementary Education; Kindergarten; Preschool Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Texas
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001