We'll Come Back When You're Teaching: Examining the Need for Curricular Reform in Higher Education in Response to the Introduction of Transitional Kindergarten in California's Public Schools.

Saved in:

Bibliographic Details
Title:	We'll Come Back When You're Teaching: Examining the Need for Curricular Reform in Higher Education in Response to the Introduction of Transitional Kindergarten in California's Public Schools.
Authors:	Nicholson, Julie¹ jnichols@mills.edu, Lin, Betty² blin@mills.edu, Maniates, Helen³ hmaniates@usfca.edu, Woolley, Ristyn⁴ Ristyn.woolley.ece@gmail.com, Grant Groves, Michelle⁵ mgg@centerofgravityece.org, Engdahl, Eric⁶ eric.engdahl@csueastbay.edu
Source:	Teacher Education Quarterly. Spring2018, Vol. 45 Issue 2, p7-36. 30p. 1 Chart.
Subject Terms:	Educational change, Curriculum, Teaching, Kindergarten, *Public schools
Geographic Terms:	California
Abstract:	This study examines how, if at all, multiple subjects and administrative services credential preparation programs are changing in response to California's newest grade, Transitional Kindergarten (TK). We analyzed interviews from university faculty in early childhood education and credential programs in five institutions of higher education and collected survey data from early childhood professionals across 16 counties in the state. We describe gaps in knowledge about early childhood and developmental science needed to work with children in effective and developmentally responsive and appropriate ways. The study informs a much needed conversation about the consequences of implementing TK as a stand alone change rather than part of a comprehensive coordinated systems level reform. [ABSTRACT FROM AUTHOR]
	Copyright of Teacher Education Quarterly is the property of Caddo Gap Press and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database:	Education Research Complete

Description
Abstract:	This study examines how, if at all, multiple subjects and administrative services credential preparation programs are changing in response to California's newest grade, Transitional Kindergarten (TK). We analyzed interviews from university faculty in early childhood education and credential programs in five institutions of higher education and collected survey data from early childhood professionals across 16 counties in the state. We describe gaps in knowledge about early childhood and developmental science needed to work with children in effective and developmentally responsive and appropriate ways. The study informs a much needed conversation about the consequences of implementing TK as a stand alone change rather than part of a comprehensive coordinated systems level reform. [ABSTRACT FROM AUTHOR]
ISSN:	07375328