Contexts for Teacher Practice: (Re)Considering the Role of Context in Interventions in Early Childhood Teacher Engagement with New Approaches to Shared Book Reading

Autor/inn/en	Delaney, Katherine K.; Neuman, Susan B.
Titel	Contexts for Teacher Practice: (Re)Considering the Role of Context in Interventions in Early Childhood Teacher Engagement with New Approaches to Shared Book Reading
Quelle	In: Education Policy Analysis Archives, 24 (2016) 89, (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1068-2341
Schlagwörter	Early Childhood Education; Educational Practices; Intervention; Educational Research; Context Effect; Child Care Centers; Poverty; Neighborhoods; Educational Change; Futures (of Society); Faculty Development; Story Reading; Preschool Teachers; Teaching Methods; Educational Policy; Reading Aloud to Others; Accountability; Professional Identity; New York (New York) + Suchen Sie Ihr Suchwort? Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Bildungspraxis; Bildungsforschung; Pädagogische Forschung; Child care facilities; Child care services; Kinderzentrum; Kinderbetreuung; Armut; Neighbourhoods; Nachbarschaft; Bildungsreform; Future; Society; Zukunft; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Teaching method; Lehrmethode; Unterrichtsmethode; Politics of education; Bildungspolitik; Verantwortung
Abstract	Although the randomized controlled trial has been regarded as the "sine qua non" in recent years, we argue that understanding contexts for teacher practice is a critical factor in the implementation of intervention, but has often been overlooked in educational research design. In this paper, we argue that randomized trials may not be ideal for educational contexts that are multifaceted, complex and often part of other community-based initiatives. To make this argument, we describe a study from "the context out," a different lens than is typical in education research. In doing so, we consider how varied contexts create both constraints and affordances for teachers to engage in an intervention. Examining how teachers engage with new curricular practices, we focus closely on five early childhood centers in high poverty neighborhoods, using mixed methods to understand both the influence of the intervention as well as the conditions that either supported or thwarted changes in practice. Our findings suggest that context plays a major role in educational practice, which has important implications for approaches to research in the future. Given this reality, we argue that an understanding of the context in which an intervention takes place must be considered in any calculation of "what works" in classrooms. (As Provided).
Anmerkungen	Colleges of Education at Arizona State University and the University of South Florida. c/o Editor, USF EDU162, 4202 East Fowler Avenue, Tampa, FL 33620-5650. Tel: 813-974-3400; Fax: 813-974-3826; Web site: http://epaa.asu.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01