Home Articles Reader Opinion Editorial Book Reviews Discussion Writers Guide About TCRecord
transparent 13
Topics
Discussion
Announcements

More Work, Less Play: Kindergarten, Post-NCLB


by Jill Bowdon & Laura M. Desimone — November 04, 2014

How has kindergarten changed in the past decade? We used data from the 1998–99 and 2010–11 kindergarten cohorts of the Early Childhood Longitudinal Study to contrast teaching and learning in kindergarten pre-and post-­NCLB. Findings show that, post-­NCLB, kindergartners were taught more rigorous content and their teachers judged them as more proficient. However, children spent less time on art, pretend play, and child-led exploration and more time on teacher-directed instruction and worksheets. Disparities between students attending high and low poverty schools in student proficiency and instructional practices persisted but did not widen.


To view the full-text for this article you must be signed-in with the appropropriate membership. Please review your options below:

Sign-in
Email:
Password:
Store a cookie on my computer that will allow me to skip this sign-in in the future.
Send me my password -- I can't remember it
 
Purchase this Article
Purchase More Work, Less Play: Kindergarten, Post-NCLB
Individual-Resource passes allow you to purchase access to resources one resource at a time. There are no recurring fees.
$12
Become a Member
Online Access
With this membership you receive online access to all of TCRecord's content. The introductory rate of $25 is available for a limited time.
$25
Print and Online Access
With this membership you receive the print journal and free online access to all of TCRecord's content.
$210


Cite This Article as: Teachers College Record, Date Published: November 04, 2014
http://www.tcrecord.org ID Number: 17742, Date Accessed: 10/18/2017 9:59:28 PM

Purchase Reprint Rights for this article or review
Article Tools
Related Articles

Related Discussion
 
Post a Comment | Read All

About the Author
  • Jill Bowdon
    University of Pennsylvania
    E-mail Author
    JILL BOWDON earned her PhD in sociology at University of Wisconsin-Madison and is currently an Institute of Education Sciences Postdoctoral Fellow at the University of Pennsylvania. Her research focuses on how schooling and home environments impact skill development in early childhood.
  • Laura Desimone
    University of Pennsylvania
    E-mail Author
    LAURA M. DESIMONE is an associate professor of public policy and education at the University of Pennsylvania. She studies the effects of K-12 education policy on teachers and student achievement, with a focus on teacher learning and classroom implementation. Recent publications include an article in Teachers College Record on teacher and administrator responses to standards-based reform and an article in the Journal of Teacher Education on formal and informal mentoring.
Member Center
In Print
This Month's Issue

Submit
EMAIL

Twitter

RSS