"Confidence" Problems and Literacy Coaching: How a Suburban Kindergarten Divided "Good" and "Bad" Teachers in the Accountability Shove-Down

Autor/in	Sherfinski, Melissa
Titel	"Confidence" Problems and Literacy Coaching: How a Suburban Kindergarten Divided "Good" and "Bad" Teachers in the Accountability Shove-Down
Quelle	In: Journal of Early Childhood Literacy, 23 (2023) 2, S.288-316 (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Sherfinski, Melissa)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1468-7984
DOI	10.1177/1468798420980085
Schlagwörter	Kindergarten; Coaching (Performance); Literacy; Self Esteem; Accountability; Teacher Effectiveness; Early Childhood Education; Neoliberalism; Educational Change; Educational Policy; Teaching Experience; Educational Sociology; Theories; Feminism; Early Childhood Teachers; Barriers; Wisconsin + Suchen Sie Ihr Suchwort? Alphabetisierung; Schreib- und Lesefähigkeit; Self-esteem; Selbstaufmerksamkeit; Verantwortung; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Neo-liberalism; Neoliberalismus; Bildungsreform; Politics of education; Bildungspolitik; Bildungssoziologie; Erziehungssoziologie; Theory; Theorie; Feminismus; Early childhood education; Teacher; Teachers; Frühe Kindheit; Lehrer; Lehrerin; Lehrende
Abstract	This paper explores the context of a Kindergarten team in a suburban P-3 school in Wisconsin developing literacy coaching support. Facing recent neoliberal accountability reforms that have greatly expanded teacher competition, dismantled teachers' unions, and added the role of the coach to the school, "confidence" is an issue that the coach and teachers struggle with as they seek to improve minority student achievement. Using a case study design and feminist sociological framework highlighting emotional labour, the affective economy, and the psychosocial possibilities of the work of Pierre Bourdieu, this research examines professional capital as a form of educators' experience. Ultimately, we see that the landscape of power and emotions is complex as it divides "good" and "bad" White and middle-class teachers. Possibilities for extending the uses of feminist sociological theory in early childhood literacy are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01