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Critically Engaging in Discourses on Quality Improvement: Political and Pedagogical Futures in Early Childhood Education


by Lacey Peters, Stephanie Reinke & Daniel J. Castner — June 27, 2017

This commentary reflects on a dialogue among members of the Critical Perspectives on Early Childhood Special Interest Group (AERA). It examines the influence of quality improvement in early childhood as it relates to the impact of globalizing and neoliberal forces driving education reform.


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Cite This Article as: Teachers College Record, Date Published: June 27, 2017
http://www.tcrecord.org ID Number: 22063, Date Accessed: 9/24/2017 2:51:54 AM

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About the Author
  • Lacey Peters
    Hunter College, CUNY
    E-mail Author
    LACEY PETERS, Ph.D., is Assistant Professor of Early Childhood Education at Hunter College, CUNY. She is interested in promoting the voices and perspectives of members of the early childhood community that are often subverted or excluded from research and policy, particularly those of children, parents (or other family members), and early childhood professionals.
  • Stephanie Reinke
    University of North Texas
    E-mail Author
    STEPHANIE REINKE is a senior lecturer in Teacher Education and Administration at the University of North Texas. 
  • Daniel Castner
    Bellarmine University
    E-mail Author
    DANIEL J. CASTNER, Ph.D., is Assistant Professor of Education at Bellarmine University. Prior to beginning a career in higher education, he was a public school kindergarten teacher for 15 years in Ohio. Daniel earned his doctorate degree in Curriculum and Instruction with an emphasis in Early Childhood Education from Kent State University. His scholarly interests include teacher leadership, curriculum studies, early childhood education and qualitative inquiry.
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