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.
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| 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. |
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| 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 |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 128965631 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: 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. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Nicholson%2C+Julie%22">Nicholson, Julie</searchLink><relatesTo>1</relatesTo><i> jnichols@mills.edu</i><br /><searchLink fieldCode="AR" term="%22Lin%2C+Betty%22">Lin, Betty</searchLink><relatesTo>2</relatesTo><i> blin@mills.edu</i><br /><searchLink fieldCode="AR" term="%22Maniates%2C+Helen%22">Maniates, Helen</searchLink><relatesTo>3</relatesTo><i> hmaniates@usfca.edu</i><br /><searchLink fieldCode="AR" term="%22Woolley%2C+Ristyn%22">Woolley, Ristyn</searchLink><relatesTo>4</relatesTo><i> Ristyn.woolley.ece@gmail.com</i><br /><searchLink fieldCode="AR" term="%22Grant+Groves%2C+Michelle%22">Grant Groves, Michelle</searchLink><relatesTo>5</relatesTo><i> mgg@centerofgravityece.org</i><br /><searchLink fieldCode="AR" term="%22Engdahl%2C+Eric%22">Engdahl, Eric</searchLink><relatesTo>6</relatesTo><i> eric.engdahl@csueastbay.edu</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Teacher+Education+Quarterly%22">Teacher Education Quarterly</searchLink>. Spring2018, Vol. 45 Issue 2, p7-36. 30p. 1 Chart. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Educational+change%22">Educational change</searchLink><br />*<searchLink fieldCode="DE" term="%22Curriculum%22">Curriculum</searchLink><br />*<searchLink fieldCode="DE" term="%22Teaching%22">Teaching</searchLink><br />*<searchLink fieldCode="DE" term="%22Kindergarten%22">Kindergarten</searchLink><br />*<searchLink fieldCode="DE" term="%22Public+schools%22">Public schools</searchLink> – Name: SubjectGeographic Label: Geographic Terms Group: Su Data: <searchLink fieldCode="DE" term="%22California%22">California</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: 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] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>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.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=128965631 |
| RecordInfo | BibRecord: BibEntity: Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 30 StartPage: 7 Subjects: – SubjectFull: Educational change Type: general – SubjectFull: Curriculum Type: general – SubjectFull: Teaching Type: general – SubjectFull: Kindergarten Type: general – SubjectFull: Public schools Type: general – SubjectFull: California Type: general Titles: – TitleFull: 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. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Nicholson, Julie – PersonEntity: Name: NameFull: Lin, Betty – PersonEntity: Name: NameFull: Maniates, Helen – PersonEntity: Name: NameFull: Woolley, Ristyn – PersonEntity: Name: NameFull: Grant Groves, Michelle – PersonEntity: Name: NameFull: Engdahl, Eric IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 04 Text: Spring2018 Type: published Y: 2018 Identifiers: – Type: issn-print Value: 07375328 Numbering: – Type: volume Value: 45 – Type: issue Value: 2 Titles: – TitleFull: Teacher Education Quarterly Type: main |
| ResultId | 1 |
