Abstract
ABSTRACT The purpose of this study is to explore the curricular freedom teachers have reported experiencing regarding the inclusion of children’s literature in their curriculum in today’s sociopolitical climate. Using Bronfenbrenner’s Ecological Systems Theory, 508 PreK-8 American teachers’ responses to an Internet survey question are analyzed across the four levels of the ecological model (micro, meso, exo, macro systems). Three major themes were apparent: the professionalism and competence of teachers, the absence or presence of required curriculum and its role in teachers’ curricular freedom, and the impact of government control or oversight on education at state levels.
Sign-in/Register to access full text options 
Free) 
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 call
