Head start teachers' assessment beliefs, knowledge, and implementation practices related to the Wisconsin model early learning standards: Teaching cycle

2010 ◽  
Author(s):  
Michelyn Butler ◽  
Maribeth Gettinger
Keyword(s):  
Head Start ◽  
Early Learning ◽  
Head Start Teachers ◽  
Learning Standards ◽  
Implementation Practices ◽  
Assessment Beliefs ◽  
Early Learning Standards

What Guides Pre-K Programs?

2018 ◽  
Vol 120 (8) ◽  
pp. 1-36
Author(s):  
Elizabeth Graue ◽  
Sharon Ryan ◽  
Bethany Wilinski ◽  
Kaitlin Northey ◽  
Amato Nocera
Keyword(s):  
Child Care ◽  
Head Start ◽  
Child Outcomes ◽  
Early Learning ◽  
Local Context ◽  
Comparative Case Study ◽  
Learning Standards ◽  
Early Learning Standards ◽  
K 12 ◽  
Day Program

Background/Context Early childhood education joined the standards movement in 2002 with the Good Start, Grow Smart initiative, with advocates arguing that standards were a tool for creating more continuity and coherence in Pre-K systems. Critics posed concerns about a perceived poor fit between standards-based and developmentally appropriate practices, pointing to standardization and pressure from the K–12 system. With growth in public Pre-K programs guided by state early learning standards, we set out to understand what guides Pre-K programs. Setting We sampled two states with mature Pre-K programs: New Jersey (NJ), a targeted, highly regulated full-day program for 3- and 4-year-olds and Wisconsin (WI), a universal, local control half-day program for 4-year-olds. Both programs implement Pre-K programs in schools, Head Start, and child care classrooms. Purpose/Focus of Study The purpose of the project was to compare the role of standards in Pre-K programs in NJ and WI, analyzing standards conceptualization and enactment by district administrators and teachers. Research Design We designed a multi-state, comparative case study including interviews with state actors who identified rural, midsize, and urban districts for fieldwork, weekly observations of Pre-K classrooms in elementary schools, Head Start, and childcare centers and interviews with the teachers in these sites. Conclusions Policy and standards alone were not very good predictors of the Pre-K programs’ enacted practices. The logic of practice embedded in standards evolved through policy enactment in the local context, through the work of actors, like local child care advocates, the administrative designs of district leaders, and the policies of the adjacent K–12 system. The nonlinear implementation of early learning standards in this study shows the importance of looking beyond policy inputs and child outcomes and the need to include the administrative and instructional practices between if we are to understand how to best support young learners and their teachers.

Ready, Set, Write: Early Learning Standards for Writing in the Common Core Era

2021 ◽  
Author(s):  
Laura S. Tortorelli ◽  
Hope K. Gerde ◽  
Rebecca Rohloff ◽  
Gary E. Bingham
Keyword(s):  
Common Core ◽  
Early Learning ◽  
Learning Standards ◽  
The Common ◽  
Early Learning Standards

Early Learning Standards: What Can America Learn? What Can America Teach?

2005 ◽  
Vol 87 (3) ◽  
pp. 205-208 ◽  
Author(s):  
Sharon Lynn Kagan ◽  
Pia Rebello Britto ◽  
Patrice Engle
Keyword(s):  
Early Learning ◽  
Learning Standards ◽  
Early Learning Standards

scholarly journals Understanding and Using Early Learning Standards for Young Children Globally

2013 ◽  
Vol 7 (2) ◽  
pp. 53-66 ◽  
Author(s):  
Sharon Lynn Kagan ◽  
Elise Castillo ◽  
Rebecca E. Gomez ◽  
Saima Gowani
Keyword(s):  
Young Children ◽  
Early Learning ◽  
Learning Standards ◽  
Early Learning Standards
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