References
- Achinstein, B., & Ogawa, R. T. (2006). (In)fidelity: What the resistance of new teachers reveals about professional principles and prescriptive educational policies. Harvard Educational Review, 67, 30–63. doi:10.17763/haer.76.1.e14543458r811864
- Aina, O. E., & Cameron, P. A. (2011). Why does gender matter? Counteracting stereotypes with young children. Dimensions of Early Childhood, 39, 11–19.
- Au, K. (2009). Isn’t culturally responsive instruction just good teaching? Social Education, 73, 179–183.
- Au, W. (2007). High-stakes testing and curricular control: A qualitative metasynthesis. Educational Researcher, 36, 258–267. doi:10.3102/0013189X07306523
- Aud, S., Fox, M. A., & KewalRamani, A. (2010). Status and trends in the education of racial and ethnic groups (NCES 2010-015). Washington, DC: National Center for Education Statistics.
- Barrett, B. D. (2009). No Child Left Behind and the assault on teachers’ professional practices and identities. Teaching and Teacher Education, 25, 1018–1025. doi:10.1016/j.tate.2009.03.021
- Benson, B. (2003). Framing culture within classroom practice: Culturally relevant teaching. Action in Teacher Education, 25, 16–22. doi:10.1080/01626620.2003.10463301
- Blaise, M. (2004). A feminist poststructuralist study of children “doing” gender in an urban kindergarten classroom. Early Childhood Research Quarterly, 20, 85–108. doi:10.1016/j.ecresq.2005.01.002
- Boutte, G. S. (2008). Beyond the illusion of diversity: How early childhood teachers can promote social justice. Social Studies, 99, 165–173. doi:10.3200/TSSS.99.4.165-173
- Brown, C. P. (2007). Unpacking standards in early childhood education. Teachers College Record, 109, 635–668.
- Brown, C. P. (2009a). Being accountable for one’s own governing: A case study of early educators responding to standards-based early childhood education reform. Contemporary Issues in Early Childhood, 10, 3–23. doi:10.2304/ciec
- Brown, C. P. (2009b). Pivoting a pre-kindergarten program off the child or the standard? A case study of integrating the practices of early childhood education into elementary school. Elementary School Journal, 110, 202–227. doi:10.1086/605770
- Brown, C. P. (2013). Reforming preschool to ready children for academic achievement: A case study of the impact of pre-K reform on the issue of school readiness. Early Education & Development, 24, 554–573. doi:10.1080/10409289.2012.694352
- Brown, C. P. (2015). Conforming to reform: Teaching pre-kindergarten in a neoliberal early education system. Journal of Early Childhood Research, 13, 236–251. doi:10.1177/1476718X14538602
- Bullough, R. V. Jr., Hall-Kenyon, K. M., MacKay, K. L., & Marshall, E. E. (2014). Head Start and the intensification of teaching in early childhood education. Teaching and Teacher Education, 37, 55–63. doi:10.1016/j.tate.2013.09.006
- Buysse, V., Winton, P. J., & Rous, B. (2009). Reaching consensus on a definition of professional development for the early childhood field. Topics in Early Childhood Special Education, 28, 235–243. doi:10.1177/0271121408328173
- Cannella, G. S. (1997). Deconstructing early childhood education: Social justice and revolution. New York, NY: Peter Lang.
- Castro, A. J. (2010). Challenges in teaching for critical multicultural citizenship: Student teaching in an accountability-driven context. Action in Teacher Education, 32, 97–109. doi:10.1080/01626620.2010.10463553
- Copple, C., & Bredekamp, S. (2009). Developmentally appropriate practice in early childhood programs serving children from birth through age 8 (3rd ed.). Washington, DC: National Association for the Education of Young Children.
- Corsaro, W. A. (2011). The sociology of childhood (3rd ed.). Thousand Oaks, CA: Pine Forge Press.
- Costello, P. J. M. (2003). Action research. New York, NY: Continuum.
- Craig, D. V. (2009). Acton research essentials. San Francisco, CA: Jossey-Bass.
- Denzin, N. K., & Lincoln, Y. S. (2003). The discipline and practice of qualitative research. In N. K. Denzin & Y. S. Lincoln (Eds.), Collecting and interpreting qualitative materials (2nd ed., pp. 1–45). Thousand Oaks, CA: Sage.
- Derman-Sparks, L., & Ramsey, P. G. (2011). What if all the kids are white? Anti-bias multicultural education with young children and families (2nd ed.). New York, NY: Teachers College Press.
- Diamond, J. B. (2007). Where the rubber meets the road: Rethinking the connection between high stakes accountability policy and classroom instruction. Sociology of Education, 80, 285–313. doi:10.1177/003804070708000401
- Edwards, S. (2011). Developing diversity dispositions for white culturally responsive teachers. Action in Teacher Education, 33, 493–508. doi:10.1080/01626620.2011.627038
- Emerson, R. M., Fretz, R. I., & Shaw, L. L. (1995). Writing ethnographic fieldnotes. Chicago, IL: University of Chicago Press.
- Erikson, F. (1986). Qualitative methods in research on teaching. In M. Whittrock (Ed.), Handbook on research on teaching (pp. 119–161). New York, NY: Macmillan.
- Fennimore, B. S. (2008). Talk about children: Developing a living curriculum of advocacy and social justice. In C. Genishi & A. L. Goodwin (Eds.), Diversities in early childhood education (pp. 185–200). New York, NY: Routledge.
- Fleer, M. (2006). The cultural construction of child development: Creating institutional and cultural intersubjectivity. International Journal of Early Years Education, 14, 127–140. doi:10.1080/09669760600661294
- Foster, M. (1993). Othermothers: Exploring the educational philosophy of Black American women teachers. In M. Arnot & K. Weiler (Eds.), Feminism and social justice in education: International perspectives (pp. 101–123). Washington, DC: Falmer Press.
- Gillborn, D. (2005). Education policy as an act of white supremacy: Whiteness, critical race theory and education reform. Journal of Educational Policy, 20, 485–505. doi:10.1080/02680930500132346
- Goodwin, A. L., Cheruvu, R., & Genishi, C. (2008). Responding to multiple diversities in early childhood education: How far have we come? In A. L. Goodwin & C. Genishi (Eds.), Diversities in early childhood: Rethinking and doing (pp. 3–10). New York, NY: Routledge.
- Graue, M. E., & Walsh, D. J. (1998). Studying children in context: Theories, methods, and ethics. Thousand Oaks, CA: Sage.
- Heineke, A. J. (2014). Dialoging about English learners: Preparing teachers though culturally relevant literature circles. Action in Teacher Education, 36, 117–140. doi:10.1080/01626620.2014.898600
- Henton, B. R. (1998). The band-aid chicken: A program about resisting peer pressure. Warminster, PA: Marco Products, Inc.
- Howes, C., Burchinal, M., Pianta, R., Bryant, D., Early, D., Clifford, R., & Barbarin, O. (2008). Ready to learn? Children’s pre-academic achievement in pre-kindergarten programs. Early Childhood Research Quarterly, 23, 27–50. doi:10.1016/j.ecresq.2007.05.002
- Johnson, C. (1955). Harold and the purple crayon. New York, NY: Harper.
- Johnston, P. (2004). Choice words: How our language affects children’s learning. Portland, ME: Stenhouse.
- Ladson-Billings, G. (1994). The Dreamkeepers: Successful teachers of African American children. San Francisco, CA: Jossey-Bass.
- Ladson-Billings, G. (1995). Toward a theory of culturally relevant pedagogy. American Educational Research Journal, 32, 465–491. doi:10.3102/00028312032003465
- Ladson-Billings, G. (2006). Yes, but how do we do it? Practicing culturally relevant pedagogy. In J. Landsman & C. W. Lewis (Eds.), White teachers/diverse classrooms: A guide to building inclusive schools, promoting high expectations, and eliminating racism (pp. 29–42). Sterling, VA: Stylus.
- Ladson-Billings, G. (2014). Culturally relevant pedagogy2.0: The remix. Harvard Educational Review, 84, 74–84. doi:10.17763/haer.84.1.p2rj131485484751
- Langford, R. (2010). Critiquing child-centred pedagogy to bring children and early childhood educators into the centre of a democratic pedagogy. Contemporary Issues in Early Childhood, 11, 113–127. doi:10.2304/ciec
- Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. Thousand Oaks, CA: Sage.
- Lindlof, T. R., & Taylor, B. C. (2002). Qualitative communication research methods (2nd ed.). Thousand Oaks, CA: Sage.
- Linn, R. L. (2000). Assessments and accountability. Educational Researcher, 29, 4–16.
- Lohfink, G., Morales, A., Shroyer, G., & Yahnke, S. (2012). Growing effective CLD teachers for today’s classrooms of CLD children. Action in Teacher Education, 34, 41–54. doi:10.1080/01626620.2012.642287
- MacNaughton, G. (2005). Doing Foucault in early childhood studies: Applying post-structural ideas. New York, NY: Routledge.
- Meisels, S. J. (2011, November 29). Common Core standards pose dilemmas for early childhood. Washington Post, Posted in “The Answer Sheet” by Valerie Strauss. Retrieved from http://www.washingtonpost.com/blogs/answer-sheet
- Merriam, S. B. (2009). Qualitative research: A guide to design and implementation. San Francisco, CA: Jossey-Bass.
- Mertens, D. (2010). Research and evaluation in education and psychology: Integrating diversity with quantitative, qualitative and mixed methods (3rd ed.). Thousand Oaks, CA: Sage.
- Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis. Thousand Oaks, CA: Sage.
- Minchew Deaton, C. C., Deaton, B., & Koballa, T. (2014). Teachers’ awareness of their diverse classrooms: The nature of elementary teachers’ reflections on their science teaching practice. Action in Teacher Education, 36, 211–233. doi:10.1080/01626620.2014.917363
- Morrison, K. A., Robbins, H. H., & Rose, D. G. (2008). Operationalizing culturally relevant pedagogy: A synthesis of classroom-based research. Equity & Excellence in Education, 41, 433–452. doi:10.1080/10665680802400006
- Nieto, S. (2002). Language, culture, and teaching: Critical perspectives for a new century. Mahwah, NJ: Lawrence Erlbaum Associates.
- Noddings, N. (2012). The caring relation in teaching. Oxford Review of Education, 38, 771–781. doi:10.1080/03054985.2012.745047
- O’Day, J. A. (2002). Complexity, accountability, and school improvement. Harvard Educational Review, 72, 293–329. doi:10.17763/haer.72.3.021q742t8182h238
- Paris, D. (2012). Culturally sustaining pedagogy: A needed change in stance, terminology, and practice. Educational Researcher, 41, 93–97. doi:10.3102/0013189X12441244
- Parker, A., & Neuharth-Pritchett, S. (2006). Developmentally appropriate practice in kindergarten: Factors shaping teachers’ belief and practice. Journal of Research in Childhood Education, 21, 65–78. doi:10.1080/02568540609594579
- Parks, A. N., & Bridges-Rhoads, S. (2012). Overly scripted: Exploring the impact of a scripted literacy curriculum on a preschool teacher’s instructional practices in mathematics. Journal of Research in Childhood Education, 26, 308–324. doi:10.1080/02568543.2012.684422
- Parson, E. C., & Wall, S. (2011). Unpacking the critical in culturally relevant pedagogy: An illustration involving African-Americans and Asian Americans. In L. Scherff & K. Spector (Eds.), Culturally relevant pedagogy: Clashes and confrontations (pp. 15–34). Lanham, MD: Rowman & Littlefield.
- Pianta, R. C., Barnett, W. S., Burchinal, M., & Thornburg, K. R. (2009). The effects of preschool education: What we know, how public policy is or is not aligned with the evidence base, and what we need to know. Psychological Science in the Public Interest, 10, 49–88. doi:10.1177/1529100610381908
- Pultorak, E., McCarthy, J., & Young, M. W. (2006). School and university partnerships and the role of teacher as research. Action in Teacher Education, 28, 99–109. doi:10.1080/01626620.2006.10463571
- Russell, J. L. (2010). From child’s garden to academic press: The role of shifting institutional logics in redefining kindergarten education. American Educational Research Journal, 48, 236–267. doi:10.3102/0002831210372135
- Ryan, S. (2005). Freedom to choose: Examining children’s experiences in choice time. In N. Yelland (Ed.), Critical issues in early childhood (pp. 99–114). Berkshire, England: Open University Press.
- Sarsona, M. W., Goo, S., Kawakami, A., & Au, K. (2008). Keiki steps: Equity issues in parent-participation preschool program for native Hawaiian children. In C. Genishi & A. L. Goodwin (Eds.), Diversities in early childhood education (pp. 151–166). New York, NY: Routledge.
- Sherfinski, M. (2013). Class and parents’ agency in West Virginia: Between choices and rights. Education Policy Analysis Archives, 21, 1–35. Retrieved from http://epaa.asu.edu/ojs/article/view/1268
- Street, B. V. (1993). Culture is a verb. In D. Graddol, L. Thompson, & M. Byram (Eds), Language and culture (pp. 23–43). London, England: BAAL/Multilingual Matters.
- Thomas, G. (2011). How to do your case study: A guide for students and researchers. Thousand Oaks, CA: Sage.
- Ukpokodu, O. (2011). Developing teachers’ cultural competence: One teacher educator’s practice of unpacking student culturelessness. Action in Teacher Education, 33, 432–454. doi:10.1080/01626620.2011.627033
- Ullucci, K. (2011). Culturally relevant teaching: Lessons from elementary classrooms. Action in Teacher Education, 33, 389–405. doi:10.1080/01626620.2011.620528
- Vali, L., & Buese, D. (2007). The changing roles of teachers in an era of high-stakes accountability. American Educational Research Journal, 44, 519–558. doi:10.3102/0002831207306859
- van Ausdale, D., & Feagin, J. (2001). The first R: How children learn race and racism. Lanham, MD: Rowman & Littlefield.
- Villegas, A. M., & Lucas, T. (2002). Educating culturally responsive teachers: A coherent approach. Albany, NY: State University of New York Press.
- Webster-Wright, A. (2009). Reframing professional development through understanding authentic professional learning. Review of Educational Research, 79, 702–739. doi:10.3102/0034654308330970
- Williams, J. M., Landry, S. H., Anthony, J. L., Swank, P. R., & Crawford, A. D. (2012). An empirically-based statewide system for identifying quality pre-kindergarten programs. Education Policy Analysis Archives, 20, 1–36. Retrieved from http://epaa.asu.edu/ojs/article/view/1014
- Williamson, P., Bondy, E., Langley, L., & Mayne, D. (2005). Meeting the challenge of high-stakes testing while remaining child-centered: The representations of two urban teachers. Childhood Education, 81, 190–195. doi:10.1080/00094056.2005.10522271
- Wittbold, M. K. (2003). Let’s talk about when your parent is in jail. New York, NY: PowerKids Press.
- Wolcott, H. F. (1994). Transforming qualitative data: Description, analysis, and interpretation. Thousand Oaks, CA: Sage.
- Yin, R. K. (2014). Case study research: Design and methods (5th ed.). Thousand Oaks, CA: Sage.