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Policy-based instructional reform in early education: how US Head Start teachers perceive instructional mandates

机译:基于政策的早教教学改革:我们如何首脑开始教师感知教学任务

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The goal of this study was to investigate how early childhood teachers reportedresponding to the instructional mandates they received. To answer our research questions,we completed semi-structured interviews with 20 early childhood teachers andcoded their responses. The participating teachers were recruited from a large HeadStart agency in the United States. We found that Head Start teachers reported feelingcaught between two competing priorities: the priority the program placed on compliancewith instructional routines and the priority the teachers placed on addressingchildren’s social, emotional, and behavioral needs. Essentially, teachers perceived thatthey must demonstrate compliance to the program’s instructional mandates frst andforemost. Furthermore, they perceived that the program’s instructional coaches weremonitoring their compliance with the mandates. As a result of this workplace context,the Head Start teachers reported that they did not feel permitted to alter the program’srequired instructional procedures. The implications for policy and research arediscussed.
机译:本研究的目标是调查童年教师如何对他们所收到的教学任务相对应。为了回答我们的研究问题,我们完成了与20名童年教师的半结构化访谈,并致答复。参与教师从美国的大号墓地机构招募。我们发现,报告的头部启动教师在两个竞争优先事项之间感到兴趣:该计划符合教学程序的优先级和优先考虑的教师置于地址挑战的社会,情感和行为需求。基本上,教师认为他们必须证明遵守该计划的教学要求FRST和队伍。此外,他们认为该计划的教学教练遵守其遵守任务。由于这个工作场所的背景,头部开始教师报告说,他们没有允许改变程序的教学程序。对政策和研究的影响蔓延。

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