Teachers Speak Out: How School Reforms Are Failing Low-Income Young Children

Autor/inn/en	Levin, Diane E.; Van Hoorn, Judith L.
Institution	Defending the Early Years (DEY)
Titel	Teachers Speak Out: How School Reforms Are Failing Low-Income Young Children
Quelle	(2016), (16 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Educational Change; Program Effectiveness; Low Income Students; Early Childhood Education; Educational Policy; Program Implementation; Child Development; Culturally Relevant Education; Student Diversity; Student Needs; Well Being; Student Attitudes; Family Environment; Poverty; Early Intervention; Teaching Methods; Developmentally Appropriate Practices; Common Core State Standards; Student Behavior; Testing; At Risk Students; Teacher Competencies + Suchen Sie Ihr Suchwort? Bildungsreform; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Politics of education; Bildungspolitik; Kindesentwicklung; Well-being; Wellness; Wohlbefinden; Schülerverhalten; Familienmilieu; Armut; Teaching method; Lehrmethode; Unterrichtsmethode; Entwicklungsbezogene Bildung; Common core curriculum; Curriculum; Kerncurriculum; Student behaviour; Testdurchführung; Testen; Lehrkunst
Abstract	Soon after the implementation of federal and state early education mandates that require the teaching and testing of more formal "academic" skills, many highly experienced early childhood teachers began voicing concerns about the negative impact the mandates were having on the young children in their classrooms. Many of these concerns focused on children from low-income homes--the very children the mandates were most supposed to help. This report documents what highly experienced and well-trained teachers in several states said in interviews about how school reform mandates are harming low-income young children, their families, their programs and themselves. The responses reveal that the mandates--and the top-down manner in which they have been implemented--disregard teachers' knowledge of child development, culturally appropriate practice, and how to meet the diverse educational needs of poor children. Recommendations for action conclude the report. (ERIC).
Anmerkungen	Defending the Early Years. 35 Eldridge Road #108, Jamaica Plain, MA 02130. e-mail: deydirector@gmail.com; Web site: https://dey.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01