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A Case Study of How Principals in Texas Conceptualize and Support the School Readiness of Children Entering Their Schools.

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Title: A Case Study of How Principals in Texas Conceptualize and Support the School Readiness of Children Entering Their Schools.
Authors: Brown, Christopher P.1 (AUTHOR), McKenzie, Lauren C.1 (AUTHOR), Reyes, Pedro1 (AUTHOR), DeMatthews, David E.1 (AUTHOR), Woulfin, Sarah L.1 (AUTHOR)
Source: Elementary School Journal. Dec2024, Vol. 125 Issue 2, p294-321. 28p.
Subject Terms: *Elementary school principals, *Kindergarten children, *School children, *Achievement gains (Education), *School employees, *Readiness for school
Abstract: Elementary school principals play a key role in leading school personnel to provide prekindergartners and kindergartners with the support needed to ensure their short- and long-term school success. Yet, few studies examine how principals conceptualize what it means for children to be ready for school and how principals support students as they progress through school. In this case study, we examine how a sample of elementary school principals in Texas (N = 14) conceptualized school readiness and their role in supporting prekindergarten and/or kindergarten students' progress through school. We found these principals framed school readiness as a moment at school entry from which they, as instructional leaders, sought to build early learning experiences with their teachers to support students' success. We use such findings to consider how to expand and support principals' understandings of school readiness beyond the deficit-based neoliberal logic that prioritizes children thriving in a competitive learning landscape. [ABSTRACT FROM AUTHOR]
Copyright of Elementary School Journal is the property of University of Chicago 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.)
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  Data: A Case Study of How Principals in Texas Conceptualize and Support the School Readiness of Children Entering Their Schools.
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  Data: Elementary school principals play a key role in leading school personnel to provide prekindergartners and kindergartners with the support needed to ensure their short- and long-term school success. Yet, few studies examine how principals conceptualize what it means for children to be ready for school and how principals support students as they progress through school. In this case study, we examine how a sample of elementary school principals in Texas (N = 14) conceptualized school readiness and their role in supporting prekindergarten and/or kindergarten students' progress through school. We found these principals framed school readiness as a moment at school entry from which they, as instructional leaders, sought to build early learning experiences with their teachers to support students' success. We use such findings to consider how to expand and support principals' understandings of school readiness beyond the deficit-based neoliberal logic that prioritizes children thriving in a competitive learning landscape. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Elementary School Journal is the property of University of Chicago 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.)
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        Value: 10.1086/732784
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        Text: English
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      – SubjectFull: Kindergarten children
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      – SubjectFull: School children
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      – SubjectFull: Achievement gains (Education)
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      – SubjectFull: School employees
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      – SubjectFull: Readiness for school
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              Text: Dec2024
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