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Brown, Christopher P.; Ku, Da Hei; Englehardt, Joanna – Early Childhood Education Journal, 2023
Policymakers' demands for improved academic achievement by all children and the standardization of instructional practices continue to alter the landscape of early childhood education. Many within the early childhood education community are examining how these changes impact stakeholders' conceptions of school readiness. Yet, little has been done…
Descriptors: Stakeholders, Preschool Education, Kindergarten, Educational Change
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Brown, Christopher P.; Barry, David P.; Ku, Da Hei; Englehardt, Joanna – Early Education and Development, 2021
Research Findings: This article investigates how a sample of families, educators, researchers, advocates, and policymakers (n = 93) made sense of how children are and should be taught in kindergarten. By examining their conceptions of instruction that define kindergarten in this current era of standards and accountability and what opportunities…
Descriptors: Stakeholders, Kindergarten, Early Childhood Education, Teaching Methods
Brown, Christopher P. – Teachers College Press, 2021
Kindergarten has changed. Many believe that it no longer reflects a nurturing environment but, instead, has become a race for children to learn skills so they are ready for the academic achievement tests that they will take continuously throughout their time in school. "Resisting the Kinder-Race" examines how the race came about, why it…
Descriptors: Kindergarten, Educational Policy, Skill Development, School Readiness
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Brown, Christopher P.; Englehardt, Joanna; Ku, Da Hei; Barry, David P. – Elementary School Journal, 2019
Over the last 2 decades, policymakers' standards-based accountability reforms in the United States, such as the No Child Left Behind Act, have fundamentally changed public schooling in general and kindergarten specifically. As this has occurred, little is known about how families make sense of these changes in schooling. By sharing findings from a…
Descriptors: Kindergarten, Family Attitudes, Educational Change, Accountability
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Brown, Christopher P.; Englehardt, Joanna; Barry, David P.; Ku, Da Hei – American Educational Research Journal, 2019
Kindergarten in the United States has fundamentally changed. It is the new first grade where children are taught increased academic content and experience more standardized testing. There is much debate among education stakeholders about these changes, but such discussions are often siloed-- making it difficult to know whether these changes…
Descriptors: Stakeholders, Educational Change, Kindergarten, Standardized Tests
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Brown, Christopher P.; Barry, David P.; Ku, Da Hei – Journal of Research in Childhood Education, 2021
The focus on improving children's readiness for kindergarten has intensified globally. While most studies examine this issue prior to children entering kindergarten, little is known about how education stakeholders make sense of readiness once children enter kindergarten. This article addresses this gap by examining how a range of stakeholders…
Descriptors: School Readiness, Kindergarten, Elementary School Students, Stakeholders
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Brown, Christopher P.; Gasko, John W. – Journal of Research in Childhood Education, 2012
As policymakers and early childhood advocates across the United States continue to promote the expansion of early childhood education to prepare students for success in elementary school, many within the field are worried about how these reforms will affect the field. Little is known as to why early education stakeholders would seek out…
Descriptors: Elementary Education, Early Childhood Education, Young Children, Educational Change
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Brown, Christopher P. – Contemporary Issues in Early Childhood, 2009
As early childhood education continues to gain prominence on the agendas of policy makers across the globe, members of the field of early childhood education are concerned that these reforms will create new governing discourses that restrict how early educators are defined and limit their work with young children. While these neo-liberal policies…
Descriptors: Early Childhood Education, Educational Change, Academic Standards, Accountability
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Brown, Christopher P. – Early Childhood Research & Practice, 2007
This article presents a case study of standards-based reform in early childhood education to demonstrate how a particular set of early childhood stakeholders--by laterally incorporating a range of developmental domains within their standards--provided a "rhizoanalytic" response to the Bush administration's call for early learning…
Descriptors: Early Childhood Education, Stakeholders, Academic Standards, Language Skills