What Does PK-3 Instructional Alignment Mean for Policy and Practice? Social Policy Report Brief. Volume 30, Issue 2

Autor/in	Bridgman, Anne
Institution	Society for Research in Child Development
Titel	What Does PK-3 Instructional Alignment Mean for Policy and Practice? Social Policy Report Brief. Volume 30, Issue 2
Quelle	(2017), (2 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Preschool Education; Kindergarten; Primary Education; Alignment (Education); Instruction; Social Environment; Educational Environment; Child Development; Social Development; Emotional Development; Classroom Techniques; Educational Policy; State Policy; Board of Education Policy; School Districts; Educational Practices; Expectation; Parent Participation + Suchen Sie Ihr Suchwort? Pre-school education; Vorschulerziehung; Primarbereich; Teaching process; Unterrichtsprozess; Soziales Umfeld; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Kindesentwicklung; Soziale Entwicklung; Gefühlsbildung; Klassenführung; Politics of education; Bildungspolitik; School district; Schulbezirk; Bildungspraxis; Expectancy; Erwartung; Elternmitwirkung
Abstract	With most 4 year olds in the United States now in center-based early care, the need for aligning instruction from preschool through the early grades (PK-3) has become more pressing. Yet so far there has been little guidance on how to create alignment. Research on PK-3 alignment seeks to provide general principles for creating instructional continuity that sustains and enhances student learning. This brief summarizes a longer report "PK-3: What Does it Mean for Instruction?" (Deborah Stipek, Judy Koch, Doug Clements, Cynthia Coburn, Megan Franke, Dale Farran, Antonio Gotto, Anita Gotto) which proposes a concept of productive continuity in academic instruction, as well as in the social climate and classroom management practices that might affect children's social-emotional development. It also considers ways in which schools might seek to achieve continuity in parents' and children's experiences. Finally, the report proposes specific state and district policies and school practices that are likely to promote continuous and meaningful learning experiences. [For the full report see ED581657.] (ERIC).
Anmerkungen	Society for Research in Child Development. 2950 South State Street Suite 401, Ann Arbor, MI 48104. Tel: 734-926-0600; Fax: 734-926-0601; e-mail: info@srcd.org; Web site: http://www.srcd.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01