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What Guides Pre-K Programs?

by Elizabeth Graue, Sharon Ryan, Bethany Wilinski, Kaitlin Northey & Amato Nocera - 2018

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Cite This Article as: Teachers College Record Volume 120 Number 8, 2018, p. 1-36
https://www.tcrecord.org ID Number: 22196, Date Accessed: 11/28/2020 8:46:02 AM
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About the Author
  • Elizabeth Graue
    University of Wisconsin, Madison
    E-mail Author
    BETH GRAUE is Sorenson Professor of Childhood Studies in the Dept of Curriculum & Instruction at the University of Wisconsin, Madison. A former kindergarten teacher, Graue does research on early childhood policy and practice, studying kindergarten readiness, home school relations, class size reduction, and the use of mindfulness training with teachers. Recent articles include Graue, M. E., Ryan, S., Nocera, A., Northey, K., & Wilinski, B. (2016). Pulling PreK 1 into a K–12 Orbit: The Evolution of PreK in the Age of Standards, Early Years: An International Journal of Research and Development, and Graue, M. E., Whyte, K. L., & Karabon, A. E. (2015). The Power of Improvisational Teaching. Teaching and Teacher Education, 48, 13–21.
  • Sharon Ryan
    Bank Street College of Education
    SHARON RYAN is Director of the Straus Center for Young Children and Families at Bank Street College of Education. Dr. Ryan's research focuses on early childhood teacher education and professional development, curriculum, and policy in practice. One of her recent publications includes the 2016 chapter with Megan Gibson, "Preservice Early Childhood Teacher Education," in the Handbook of Early Childhood Teacher Education.
  • Bethany Wilinski
    Michigan State University
    E-mail Author
    BETHANY WILINSKI is an Assistant Professor in the Department of Teacher Education at Michigan State University. Her research in the United States and Tanzania focuses on how early childhood education policy is enacted and experienced. Wilinski’s forthcoming book When Pre-K Comes to School: Policy, Partnerships, and the Early Childhood Education Workforce (Teachers College Press, 2017) examines how school-community Pre-K partnerships intersect with the daily work of Pre-K teachers in diverse institutional contexts.
  • Kaitlin Northey
    Rutgers University
    E-mail Author
    KAITLIN NORTHEY is a doctoral candidate in the department of Learning and Teaching at Rutgers University. Her dissertation examines the pathways and experiences of state early education systems leaders and provides insights concerning the types of preparation and support these leaders need to do their jobs well. She has a published in Early Years and contributed a chapter in the Handbook of Play and Learning in Early Childhood.
  • Amato Nocera
    University of Wisconsin, Madison
    E-mail Author
    AMATO NOCERA is a graduate student in the department of Educational Policy Studies at the University of Wisconsin, Madison. His research focuses on early 20th century philanthropy and its influence on African-American education, though he has been known to dabble in early childhood education. He has published articles and reviews in Early Years, Education Policy Analysis Archives, and Theory and Research in Education.
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