dey reports
Publications listed newest to oldest.
The Disappearance of child-directed activities and teachers' autonomy from Massachusetts kindergartensby R. Clarke Fowler, Ph.D., Department of Childhood Education and Care, Salem State University (2018)
This report documents the disappearance of child-directed activities and teachers' autonomy from MA kindergartens. While child-directed activities have been reduced across the board, the study found that high socioeconomic status schools (SES) schedule 30 minutes more daily, two and a half more hours weekly, than low SES schools. Furthermore, low SES kindergartens were more likely to have transformed child-directed activities into adult-directed activities. Download a two-page summary here. |
teachers speak out: how school reforms are failing low-income young children by Diane E. Levin, Ph.D., Professor of Education, Wheelock College and Judith Van Hoorn, Ph.D., Professor Emeritus, University of the Pacific (2016)
In the wake of federal and state education mandates, this report documents interviews with early childhood teachers across the country about how school reforms negatively affect low-income young children. Download a two-page summary here. |
STRAIGHT TALK ABOUT kindergarten readiness assessmentby Stephanie Feeney, Ph.D., Professor Emerita of Education, University of Hawaii
(2016)
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SELECTED STANDARDS FROM THE COMMOM CORE STATE STANDARDS FOR MATHEMATICS, GRADES K-3: MY REASONS FOR NOT SUPPORTING THEMby Constance Kamii, Ph.D., University of Alabama at Birmingham
(2015) This reports shows how selected Common Core mathematics standards for grades K-3 cannot be supported by research. |
lively minds: distinctions between academic versus intellectual goals for young childrenby Lilian G. Katz, Ph.D., University of Illinois Clearinghouse on Early Education and Parenting (2015)
Should academic instruction be a major goal of preschool and kindergarten instruction or should we be providing a wide range of experiences, opportunities, and resources to provoke, stimulate and support children's innate intellectual dispositions? |
reading instruction
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