Instructional Policy from Pre-K to Third Grade: The Challenges of Fostering Alignment and Continuity in Two School Districts

Autor/inn/en	Stein, Abigail; Coburn, Cynthia E.
Titel	Instructional Policy from Pre-K to Third Grade: The Challenges of Fostering Alignment and Continuity in Two School Districts
Quelle	In: Educational Policy, 37 (2023) 3, S.840-872 (33 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Stein, Abigail)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0895-9048
DOI	10.1177/08959048211058441
Schlagwörter	Preschool Education; Primary Education; Alignment (Education); Developmental Continuity; Educational Policy; Instruction; School Districts; Mathematics Education; Educational Change; Funding Formulas; Cultural Awareness; Cognitive Processes; Developmentally Appropriate Practices; California + Suchen Sie Ihr Suchwort? Pre-school education; Vorschulerziehung; Primarbereich; Entwicklungsprozess; Politics of education; Bildungspolitik; Teaching process; Unterrichtsprozess; School district; Schulbezirk; Mathematische Bildung; Bildungsreform; Funding; Finanzierung; Cultural identity; Kulturelle Identität; Cognitive process; Kognitiver Prozess; Entwicklungsbezogene Bildung; Kalifornien
Abstract	In an effort to improve learning for young children and respond to preschool fade out, some districts are working on "PreK-3" initiatives to create better connected learning pathways for children. In these pathways, primary grades continue to build on what children learn in preschool; they also present potential implementation challenges that are not accounted for in the literature. Using conceptual tools from institutional theory and empirical evidence from a study of two school districts, we show how challenges arise as districts try to bridge the divergent and entrenched institutional systems of preschool and elementary. Our findings suggest that these systems are each held in place by their own set of regulative, normative, and cultural-cognitive mechanisms that reinforce one another thereby providing an explanation for why beliefs and practices are so resistant to change. This analysis also points to practical implications that may lead to better connections and learning experiences for young children. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01