"At a School Like This" Implementing Policy in a Kindergarten Reading Program

Autor/in	Harris, Pauline
Titel	"At a School Like This" Implementing Policy in a Kindergarten Reading Program
Quelle	In: International Research in Early Childhood Education, 1 (2010) 1, S.50-59 (10 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1838-0689
Schlagwörter	Program Implementation; Kindergarten; Reading Programs; Foreign Countries; Reading Instruction; Teaching Methods; Literacy Education; Case Studies; Observation; Interviews; Australia + Suchen Sie Ihr Suchwort? Ausland; Leseunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Case study; Fallstudie; Case Study; Beobachtung; Interviewing; Interviewtechnik; Australien
Abstract	This paper examines influences in a teacher's working context on policy implementation in a Kindergarten reading program. This exploration is based on a year's observations, interviews and artefact collection in the teacher's classroom; and is framed by Bernstein's notion of the pedagogic device (2000). Positioned between policy and the history of her own beliefs and practices, this paper describes the operational space that Sandra carved out. In this space, a number of messages converged which mediated the teacher's policy implementation. These mediating messages are described in terms of teaching philosophy; children's needs, predispositions and resources; parents' expectations; collegial interactions; and organisational priorities, norms and provisions. In light of this study, policy implementation in the class reading program is seen to be anything but clear-cut; and recent unilateral approaches to literacy policy reform and their underlying assumptions are brought into question. (As Provided).
Anmerkungen	Monash University Faculty of Education. McMahons Road, Frankston, Victoria, Australia 3199. e-mail: edu-irece@monash.edu; Web site: http://www.monash.edu/education/research/publications/journals/irece
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2018/2/04