Abstract
Few matters are of more significance to the shaping of young children’s experiences in early childhood classrooms than the content of curriculum and how it is mediated. However, few studies examine teachers of young children as mediators of curriculum. Instead, policies intending to improve the outcomes of early education have generally addressed teachers prescriptively, providing standards and protocol. In response, this study utilized interviews with four K-3 public school teachers to narrate stories of early childhood curriculum leadership. The findings indicate that early childhood curriculum leadership varies based upon people and context. The presented cases describe four distinct versions of curriculum leadership: obedient realism, adaptive conversation, nomadic noncompliance, and ethical fidelity.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
