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Early Years
An International Research Journal
Volume 37, 2017 - Issue 1: Contemporary and Critical Perspectives on ECE in the United States
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Articles

Pulling preKFootnote1 into a K-12 orbit: the evolution of preK in the age of standards

M. Elizabeth GraueCurriculum and Instruction, University of Wisconsin, Madison, WI, USACorrespondence[email protected]
,
Sharon RyanDepartment of Learning & Teaching, Rutgers University, New Brunswick, NJ, USA
,
Amato NoceraEducational Policy Studies, University of Wisconsin, Madison, WI, USA
,
Kaitlin NortheyDepartment of Learning & Teaching, Rutgers University, New Brunswick, NJ, USA
&
Bethany WilinskiDepartment of Teacher Education, Michigan State University, East Lansing, MI, USA
Pages 108-122 | Received 01 Mar 2016, Accepted 02 Aug 2016, Published online: 06 Sep 2016

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Sabrina Ann Kenny & Claire E. Cameron. (2023) Examining conceptions of assessment among a social media-based sample of early childhood professionals. Journal of Early Childhood Teacher Education 44:3, pages 288-309.
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Anna Lees, Verónica Vélez & Tasha Tropp Laman. (2023) Recognition and resistance of settler colonialism in early childhood education: perspectives and implications for Black, Indigenous, and Teachers of Color. International Journal of Qualitative Studies in Education 36:6, pages 1073-1091.
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Eva Liang, Lacey Elizabeth Peters, Sanae Akaba, Ana Lomidze & Sherryl Browne Graves. (2022) “If they have more work, they learn more”: parents’ views of their children’s learning experiences and homework in Pre-K settings. Early Years 42:3, pages 327-342.
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Daniel J. Castner. (2022) Fidelity in Teaching Young Children: Two Stories of Professional Integrity. Journal of Research in Childhood Education 36:2, pages 239-254.
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Rain Mikser, Tiia Õun, Maire Tuul, Airi Kukk & Diana Hussar. (2021) Novice preschool teachers’ professional skills as assessed by preschool principals and the novice teachers themselves. Journal of Early Childhood Teacher Education 42:4, pages 437-454.
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Katelyn Clark. (2020) History and practice: a commentary on play history as a lens for pedagogical reflection. Journal of Early Childhood Teacher Education 41:1, pages 51-64.
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Maleka Donaldson. (2019) Harnessing the power of fantastic attempts: Kindergarten teacher perspectives on student mistakes. The Journal of Educational Research 112:4, pages 535-549.
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Jennifer Gallo-Fox & Cara M. Cuccuini-Harmon. (2018) The Non-Tested Years: Policy’s Impact on Early Childhood Curriculum. The Educational Forum 82:4, pages 475-490.
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Katherine K. Delaney. (2018) Negotiating calendar time: ‘Best practices’ and teacher sense-making in a public pre-Kindergarten classroom. Journal of Early Childhood Teacher Education 39:2, pages 150-168.
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Articles from other publishers (15)

Amber Beisly. (2023) Exploration and Dramatizing: Theoretical Foundations for The Development of Approaches to Learning Through Play. Early Childhood Education Journal.
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Mary Donegan-Ritter, Betty Zan & Allison Pattee. (2022) Reflections on Project Work in Early Childhood Teacher Education. Early Childhood Education Journal 51:3, pages 407-418.
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Michael Little. (2023) The Alignment Agenda: Examining the Movement to Bridge the Early Childhood and K–12 Sectors. AERA Open 9.
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Claire E. Cameron, Sabrina Kenny & Q.H. Chen. (2023) How head start professionals use and perceive teaching strategies gold: Associations with individual characteristics including assessment conceptions. Teaching and Teacher Education 121, pages 103931.
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Michael Little, Timothy A. Drake, Lora Cohen-Vogel & Jessica Eagle. (2022) When School Doesn’t Start at Age 5. The Elementary School Journal 123:1, pages 176-202.
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Daniel J. Castner, Lacy Fajerstein & Gretchen Butera. (2021) The Good that’s Within You: A Case Study of Early Childhood Curriculum Practice. Early Childhood Education Journal 50:6, pages 1047-1058.
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Brandy Gatlin-Nash, Jin Kyoung Hwang, Novell E. Tani, Elham Zargar, Taffeta Star Wood, Dandan Yang, Khamia B. Powell & Carol McDonald Connor. (2021) Using Assessment to Improve the Accuracy of Teachers’ Perceptions of Students’ Academic Competence. The Elementary School Journal 121:4, pages 609-634.
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Daniel J. Castner. (2019) Translating the Implementation Gap: Three Versions of Early Childhood Curriculum Leadership. Early Childhood Education Journal 48:4, pages 429-440.
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Becca Merrill, Lora Cohen-Vogel, Michael Little, James Sadler & Kenya Lee. (2020) “Quality” assurance features in state-funded early childhood education: A policy brief. Children and Youth Services Review 113, pages 104972.
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MALEKA DONALDSON. (2020) Tools to Build Their Best Learning: Examining How Kindergarten Teachers Frame Student Mistakes. Harvard Educational Review 90:1, pages 54-74.
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Daniel J. Castner. 2020. Professional and Ethical Consideration for Early Childhood Leaders. Professional and Ethical Consideration for Early Childhood Leaders 227 246 .
Sara Michael Luna & Leslee J Grey. (2018) Navigating the policy directive of child autonomy in universal pre-kindergarten practice. Contemporary Issues in Early Childhood 20:3, pages 282-293.
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Michelle Salazar Pérez. (2013) What Does the Every Student Succeeds Act (ESSA) Mean for Early Childhood Education? A History of NCLB's Impact on Early Childhood Education and Insights for the Future under ESSA. Teachers College Record: The Voice of Scholarship in Education 120:13, pages 1-18.
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Susan Grieshaber & Sharon Ryan. 2018. The Wiley Handbook of Teaching and Learning. The Wiley Handbook of Teaching and Learning 257 275 .
Karen E Wohlwend. (2018) Research & Policy. Language Arts 95:3, pages 162-170.
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