Apples, giraffes, and Martin Luther King: Curriculum policy in a kindergarten classroom.

摘要

The kindergarten classroom case study was an investigation into the ways that a teacher integrates her knowledge and beliefs about early education with national, state, and local curriculum policy. The teacher's negotiation of curriculum policy was observable as she constructed classroom activities over the course of one school year. Four curriculum policy initiatives and the teacher's evaluation and actions in relation to them were examined. These initiatives were, meeting Adequate Yearly Progress (AYP) under the No Child Left Behind Act (NCLB), a statewide initiative to create curriculum guidelines for teachers that are aligned with state curriculum frameworks, the school district's efforts to meet state curriculum frameworks and standards, and National Association of the Education of Young Children (NAEYC) accreditation. The community setting was considered because the social and economic conditions of the neighborhood and the "failing" status of the school under NCLB had relevance to the teacher's interpretations and actions. Analysis of data revealed that the teacher's actions were influenced by the relationship of the curriculum initiatives to her beliefs about early childhood education, the type and amount of administrative attention that was paid to each curriculum policy, and the perceived stakes involved in implementing or resisting the policies.