Academic press in kindergarten classrooms: Teachers' responses to high -stakes testing and the resulting reading curriculum change

2005 2005

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Abstract (summary)

This qualitative study was designed to describe kindergarten teachers' responses to mandated literacy curriculum change. Kindergarten curriculum has become more academic and less child-centered as a result of the No Child Left Behind Act (2001), and pressure from state standards of learning and high stakes testing. Many kindergarten teachers who philosophically oppose this change are being required by their school districts to implement curriculum they don't believe is developmentally or age appropriate. Classroom teachers continue to report that they have little or no part in the decision making process which determines their school's curriculum and instructional methodology. Instead, administrators who are influenced by public, state, and federal demand for more stringent educational standards make those decisions.

Erickson's (1986) process of analytical induction was used in this study of six kindergarten teachers, a school principal, and the reading curriculum supervisor. Teachers' perspectives of children, the teacher's role, curriculum, accountability, staff development, and the change process were examined through interviews, classroom observations, and document collection. Perspectives of the school principal and curriculum supervisor on these same issues were examined through interviews. The different perspectives of the teachers and administrators were then compared.

The findings suggest that administrative support and continual staff development and training are necessary for successful policy implementation to occur, that teachers attitudes and beliefs influence the way policy is interpreted and implemented at the local level, and that teachers move through various stages of concern when implementing mandated change. The findings also suggest that as schools become more tightly coupled or externally controlled, teachers lose their autonomy to make curricular decisions in their classrooms.

Indexing (details)

Preschool education;
Elementary education;
Educational evaluation
0518: Preschool education
0524: Elementary education
0727: Curricula
0727: Teaching
0288: Educational evaluation
Identifier / keyword
Education; Academic press; Curriculum change; High-stakes testing; Kindergarten
Academic press in kindergarten classrooms: Teachers' responses to high -stakes testing and the resulting reading curriculum change
Pence, Holly McCartney
Number of pages
Publication year
Degree date
School code
DAI-A 66/02, Dissertation Abstracts International
Place of publication
Ann Arbor
Country of publication
United States
9780542001598, 0542001594
Plaskon, Stephen
University of Virginia
University location
United States -- Virginia
Source type
Dissertations & Theses
Document type
Dissertation/thesis number
ProQuest document ID
Database copyright ProQuest LLC; ProQuest does not claim copyright in the individual underlying works.
Document URL
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