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“Where’s the Joy in the Classroom?”
The Elementary School Journal ( IF 1.789 ) Pub Date : 2019-12-01 , DOI: 10.1086/705964
Christopher P. Brown , Joanna Englehardt , Da Hei Ku , David P. Barry

Over the last 2 decades, policymakers’ standards-based accountability reforms in the United States, such as the No Child Left Behind Act, have fundamentally changed public schooling in general and kindergarten specifically. As this has occurred, little is known about how families make sense of these changes in schooling. By sharing findings from a video-cued multivocal ethnographic research study, this article addresses this issue by providing insight into families’ sensemaking about the changes that have occurred and continue to occur in public schooling. These findings reveal how family members were concerned about what kindergarten has become and were worried this increased academic focus in schooling may negatively affect their children’s social and academic development. Such findings can assist education stakeholders such as teachers, school administrators, teacher educators, and policymakers in working with these primary stakeholders to develop an education system that will prepare their children for success in school and the larger society.

中文翻译:

“教室里的快乐在哪里?”

在过去的 20 年中,美国政策制定者基于标准的问责制改革,例如《不让一个孩子掉队法案》,从根本上改变了一般的公立学校教育,特别是幼儿园。由于这种情况发生,人们对家庭如何理解学校教育的这些变化知之甚少。通过分享视频提示的多声部民族志研究的发现,本文通过深入了解家庭对公立学校中已经发生和继续发生的变化的理解来解决这个问题。这些调查结果揭示了家庭成员如何担心幼儿园已经变成什么样,并担心在学校教育中增加学术关注可能会对他们孩子的社交和学术发展产生负面影响。这些发现可以帮助教育利益相关者,例如教师、
更新日期:2019-12-01
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