Negotiating calendar time: ‘Best practices’ and teacher sense-making in a public pre-Kindergarten classroom

Delaney, Katherine

doi:10.1080/10901027.2018.1441927

Cited by 5 publications

(6 citation statements)

References 30 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Previous research has presented the pre-K borderland as a monolithic space, defined by a set of differences between ECE and elementary grades that are experienced most acutely when pre-K is located in a public school building (Delaney, 2018;McCabe & Sipple, 2011;Sumsion & Britt, 2003). In this study, we found that school-based pre-K has multiple meanings in Michigan because there are multiple implementation models through which school districts administer public pre-K.…”

Section: Discussionmentioning

confidence: 99%

“…Prior scholarship has conceptualized this new way of working as "border-crossing," which emphasizes school-based pre-K teachers' daily movements between the worlds of ECE and K-12 (Sumsion & Britt, 2003). Along these lines, research has demonstrated how toggling between ECE and K-12 practices creates dissonance for school-based pre-K teachers (Delaney, 2015(Delaney, , 2018Sisson, 2018). Other research has highlighted the challenges that policy actors face in bringing ECE and K-12 together in public pre-K (Brown, 2009;Brown & Gasko, 2012).…”

Section: The Pre-k Borderlandmentioning

confidence: 99%

“…For this reason, schoolbased pre-K has been conceptualized as a "borderland of practice" (Sumsion & Britt, 2003) characterized by the collision of conflicting ideas drawn from the separate worlds of ECE and the elementary grades. Borderland work has implications for pre-K teachers' job satisfaction, professional identities, and sense of belonging (Delaney, 2015(Delaney, , 2018Woodrow, 2007).…”

mentioning

confidence: 99%

See 2 more Smart Citations

How Policies and Policy Actors Shape the Pre-K Borderland: Implications for Early Childhood Educators’ Work Experiences

Wilinski

Morley

Landgraf

2021

Teachers College Record: The Voice of Scholarship in Education

View full text Add to dashboard Cite

Background/Context: Public prekindergarten (pre-K) is increasingly common in U.S. public schools. The policy decision to house pre-K classrooms in public schools places pre-K teachers in a “borderland of practice,” where the separate worlds of the early childhood and K–12 systems collide. Borderland work has implications for pre-K teachers’ job satisfaction, professional identities, and sense of belonging. Focus of Study: The purpose of this study was to understand how pre-K borderlands come to be constituted and how features of the borderland shape the lived experiences of school-based pre-K teachers. The context for the study was Michigan’s state-funded pre-K program, Great Start Readiness Program. We drew on scholarship in border studies to conceptualize the pre-K borderland as the space around the borders separating early childhood education (ECE) and K–12 systems. We sought to understand how the pre-K borderland was shaped by policies and policy actors and the implications this had for pre-K teachers’ work experiences and well-being. Research Design: This comparative case study was conducted in two Michigan counties during the 2017–2018 school year. Data included interviews and focus groups with district officials (12), interviews with pre-K teachers (28), and interviews with principals (10) and kindergarten teachers (13). Findings: Results indicate that school districts in Michigan provided pre-K through two main implementation models: elementary school and district early learning centers (ELCs). This complicates previous literature that equates school-based pre-K with the elementary model. We found that pre-K teachers in both settings faced challenges that negatively affected their work experiences and well-being. All teachers, regardless of implementation model, struggled to build professional connections with elementary school colleagues. Many also felt unsupported by administrators who lacked an understanding of pre-K. Teachers in elementary buildings had to navigate conflicting policies and building colleagues who perceived their work as “just playing.” Pre-K teachers in district ELCs faced compensation disparities that resulted in low morale and threatened to push them out of pre-K. Taken together, our findings demonstrate that neither borderland—elementary school, district ELC—was ideal, suggesting that the solution to better supporting pre-K teachers does not lie in simply altering one aspect of their work experience. Conclusions/Recommendations: School-based pre-K has multiple meanings and multiple borderlands of practice. Across these borderlands, we note the significance of classroom location decisions, teacher compensation, administrator support, and policy (in)compatibility. We advocate for (1) intentionality around the placement of pre-K classrooms within school districts, (2) compensation parity between pre-K and elementary teachers, (3) increased attention to opportunities for collaboration and professional development, and (4) fostering elementary principals’ understanding of early childhood education so they can better support pre-K teachers.

show abstract

Section: Discussionmentioning

confidence: 99%

Section: The Pre-k Borderlandmentioning

confidence: 99%

mentioning

confidence: 99%

See 1 more Smart Citation

How Policies and Policy Actors Shape the Pre-K Borderland: Implications for Early Childhood Educators’ Work Experiences

Wilinski

Morley

Landgraf

2021

Teachers College Record: The Voice of Scholarship in Education

View full text Add to dashboard Cite

show abstract

“…In addition to specific approaches to the teaching-learning process, specific moments throughout the school day can become meaningful for children. The morning meeting, for example, can be a strategy to encourage active listening and response to children's particular interests and ways of thinking (Delaney, 2018).…”

Section: Capturing Each Child's Voicementioning

confidence: 99%

Educación infantil y calidad docente

Rodríguez-Carrillo¹,

Mérida-Serrano²,

Alfaya³

2022

revHUMAN

View full text Add to dashboard Cite

Es escasa la investigación sobre las competencias necesarias para educar eficazmente en los primeros años de vida, y sobre los factores que influyen en la adquisición de una identidad docente de calidad para trabajar en Educación Infantil (EI). Los resultados de la presente revisión integradora apuntan que (1) el profesorado excelente de EI atiende a la diversidad de su alumnado, (2) las comunidades de práctica contribuyen a la adquisición de una identidad docente excelente, y (3) ciertas deficiencias en los programas de formación docente y determinados factores contextuales obstaculizan un desempeño docente excelente.

show abstract

“…Scholars in the field of early childhood education, particularly those adhering to the reconceptualist movement (Bloch et al, 2014; Dahlberg et al, 2013; Delaney, 2018; Lenz-Taguchi, 2010; Mac Naughton, 2005; Manning et al, 2012; Mevawalla, 2013; Moss, 2019; Pence, 2011; Penn, 2005; Robinson and Jones Diaz, 2005; Tobin et al, 2009), have been concerned with the dominance of developmentally appropriate practice as the ‘best’ and universal approach to early childhood education. The misconceptions around early childhood programs are that pre-service educators will gain knowledge of child development to support children's optimum development and make them ready for kindergarten.…”

Section: Decentring Developmental Narrativesmentioning

confidence: 99%

Encounters with public art in teacher education: Timely pedagogies disrupting colonial relations with place

Beltran-Sellitti

Shayan

2022

Contemporary Issues in Early Childhood

View full text Add to dashboard Cite

Public art is placed in relation to its surroundings, conveying messages that are open to interpretation and thus proposing conversations between art/aesthetics, geography, histories and the subjectivity of the viewer. As such, it can engender possibilities to ‘politicize our relations with place’. Embracing the vision of a multidisciplinary assignment for an introductory course on place relations for first-year students in a Canadian teaching university, the authors designed an assignment of living inquiry with public art. The students placed themselves in relation to the art piece by studying the surrounding area of the artwork, embracing the propositions of the piece, and responding to those propositions artistically and through writing. What does it mean to live on Indigenous land? It was imperative to introduce conversations about the different but interconnected concepts of place and land that house public art pieces. The authors envisioned teacher education beyond the limits of a positivist dominant developmental lens that constrains holistic and critical possibilities to embrace decolonial acts. They asked: How might pre-service education disrupt the colonial inheritance and practices rooted in early childhood education? The students critically reflected on their geopolitical position, the contemporary issues of our time and the implications for their journey of becoming educators.

show abstract

Negotiating calendar time: ‘Best practices’ and teacher sense-making in a public pre-Kindergarten classroom

Cited by 5 publications

References 30 publications

How Policies and Policy Actors Shape the Pre-K Borderland: Implications for Early Childhood Educators’ Work Experiences

How Policies and Policy Actors Shape the Pre-K Borderland: Implications for Early Childhood Educators’ Work Experiences

Educación infantil y calidad docente

Encounters with public art in teacher education: Timely pedagogies disrupting colonial relations with place

Contact Info

Product

Resources

About