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Journal of Research in Childhood Education Volume 21, 2007 - Issue 4
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Original Articles

Embracing Pedagogical Multiplicity: Examining Two Teachers' Instructional Responses to the Changing Expectations for Kindergarten in U.S. Public Schools

Lisa S. Goldstein The University of Texas at Austin
Pages 378-399 | Published online: 03 Nov 2009

Citations (21)

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Read on this site (8)

Joy Dangora Erickson. (2018) Maintaining developmentally appropriate literacy practices in standardized classrooms: a Freirean framed review of the literature. Early Child Development and Care 188:3, pages 296-309.
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Angela Pyle & Erica Danniels. (2017) A Continuum of Play-Based Learning: The Role of the Teacher in Play-Based Pedagogy and the Fear of Hijacking Play. Early Education and Development 28:3, pages 274-289.
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Michelle Bauml. (2016) One size never fits all: Teachers’ responses to standardized curriculum materials and implications for early childhood teacher educators. Journal of Early Childhood Teacher Education 37:1, pages 76-95.
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Jamal Ahmad, Merfat Fayez & Eman Khleif Al-Zboon. (2015) The type of curriculum activities implemented in Jordanian preschools. Early Child Development and Care 185:5, pages 807-823.
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Angela Pyle & Rebecca Luce-Kapler. (2014) Looking beyond the academic and developmental logics in kindergarten education: the role of Schwab's commonplaces in classroom-based research. Early Child Development and Care 184:12, pages 1960-1977.
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Christopher DeLuca & Scott Hughes. (2014) Assessment in Early Primary Education: An Empirical Study of Five School Contexts. Journal of Research in Childhood Education 28:4, pages 441-460.
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Angela Pyle. (2013) Engaging young children in research through photo elicitation. Early Child Development and Care 183:11, pages 1544-1558.
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Christopher P. Brown & Beth Smith Feger. (2010) Examining the Challenges Early Childhood Teacher Candidates Face in Figuring Their Roles as Early Educators. Journal of Early Childhood Teacher Education 31:4, pages 286-306.
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Articles from other publishers (13)

Holly Henderson & Richard Shipway. (2024) (Re)framing Lego® Serious Play® for children & young people. International Journal of Educational Research 124, pages 102322.
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Josefine Jahreie. (2023) Early childhood education and care teachers’ perceptions of school readiness: A research review. Teaching and Teacher Education 135, pages 104353.
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Anne Douglass. (2017) Redefining Leadership: Lessons from an Early Education Leadership Development Initiative. Early Childhood Education Journal 46:4, pages 387-396.
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Judith T. Lysaker, Kelly Shaw & Zaira Arvelo Alicia. (2016) Emergent reading comprehension: Social imagination and kindergarteners’ readings of a wordless picture book. The Australian Journal of Language and Literacy 39:3, pages 245-255.
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Lisa L Minicozzi. (2016) The garden is thorny: Teaching kindergarten in the age of accountability. Global Studies of Childhood 6:3, pages 299-310.
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Anne Douglass. (2014) Resilience in change: Positive perspectives on the dynamics of change in early childhood systems. Journal of Early Childhood Research 14:2, pages 211-225.
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Angela Pyle & Ashley Bigelow. (2014) Play in Kindergarten: An Interview and Observational Study in Three Canadian Classrooms. Early Childhood Education Journal 43:5, pages 385-393.
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Judith Lysaker & Elizabeth Hopper. (2015) A Kindergartner's Emergent Strategy Use During Wordless Picture Book Reading. The Reading Teacher 68:8, pages 649-657.
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Meghan Lynch. (2015) Ontario Kindergarten Teachers’ Social Media Discussions About Full Day Kindergarten. McGill Journal of Education 49:2, pages 329-347.
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Christopher P. Brown & Yi-Chin Lan. (2013) The Influence of Developmentally Appropriate Practice on Children's Cognitive Development: A Qualitative Metasynthesis. Teachers College Record: The Voice of Scholarship in Education 115:12, pages 1-36.
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Angela Pyle & Christopher DeLuca. (2013) Assessment in the Kindergarten Classroom: An Empirical Study of Teachers’ Assessment Approaches. Early Childhood Education Journal 41:5, pages 373-380.
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Judith T. LysakerJennifer Wheat & Emily Benson. (2010) Children’s spontaneous play in Writer’s Workshop. Journal of Early Childhood Literacy 10:2, pages 209-229.
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Lisa S. Goldstein. (2008) Teaching the Standards is Developmentally Appropriate Practice: Strategies for Incorporating the Sociopolitical Dimension of DAP in Early Childhood Teaching. Early Childhood Education Journal 36:3, pages 253-260.
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