Inclusive Prekindergarten Classrooms in a New Era:
Document
Item Description
Exploring the Perspectives of Teachers in the United State
Linked Agent
Author: Anderson, Elizabeth K.
Institution: Binghamton University, State University of New York
Author: Lindeman, Karen W.
Institution: Edinboro University of Pennsylvania
Department: Early Childhood and Reading
Publisher: School Community Network
Date Created
2017
Date Issued
2023
Abstract
The purpose of this article is to share the results of a qualitative research study designed to shed light on the perspectives of inclusive prekindergarten classroom teachers in the United States. This study used surveys, interviews, and classroom observations to explore understandings of recently adopted learning standards and accountability reforms, as well as perceptions of the benefits and challenges of today’s inclusive prekindergarten settings. Data revealed four primary themes: early childhood teachers in inclusive prekindergarten settings value collaboration; they believe inclusive settings have the potential to benefit all children; inclusive prekindergarten teachers are facing significant new challenges; and, they need additional resources to address the challenges and realize the benefits. Building on these data, the authors provide an argument for the field of early childhood education in the United States to help build the capacity of inclusive prekindergarten settings to meet existing challenges and new demands.
Description Long
The School Community Journal, vol. 27, no. 2.
Genre
Resource Type
Place Published
Lincoln, IL.
Language
Extent
pdf
23 pages
Physical Form
Rights
Anderson, K.M. and Lindeman, K.W. (2017). "Inclusive prekindergarten classrooms in a new era: Exploring the perspectives of teachers in the United States." The School Community Journal, 27(2).
https://www.adi.org/journal/2017fw/AndersonLindemanFall2017.pdf.
Member of
Institution