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How Policies and Policy Actors Shape the Pre-K Borderland: Implications for Early Childhood Educators’ Work Experiences


by Bethany Wilinski, Alyssa Morley & Jessica Landgraf - 2021


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Cite This Article as: Teachers College Record Volume 123 Number 10, 2021, p. -
https://www.tcrecord.org ID Number: 23849, Date Accessed: 1/20/2022 4:00:37 PM
 
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About the Author
  • Bethany Wilinski
    Michigan State University
    E-mail Author
    BETHANY WILINSKI, Ph.D., is an assistant professor in the Department of Teacher Education at Michigan State University. Dr. Wilinski studies early childhood education in the U.S. and Tanzania, with a focus on how pre-K teachers experience and enact ECE policies and how policies shape teachers’ work experiences and well-being. Recent articles include: Wilinski, B., Machumu, M., & Sharma, A. (2021). Playing to learn: Playscapes as sites of pedagogical transformation in Tanzania. Childhood Education: Innovations; and Wilinski, B., & Vellanki, V. (2020). A comparative case study of public pre-K teachers’ enactment of parent involvement policy. Anthropology and Education Quarterly, 51(3), 359–375.
  • Alyssa Morley
    Michigan State University
    E-mail Author
    ALYSSA MORLEY, Ph.D., works at Michigan State University, where she is a postdoctoral researcher and course instructor in the College of Education. Her research, which examines the lived experiences of policy in U.S. and African contexts, has been published in Educational Policy and Analysis Archives and International Journal of Educational Development. Alyssa holds a PhD in educational policy, with interdisciplinary specializations in international development and gender studies, from Michigan State University.
  • Jessica Landgraf
    Michigan State University
    E-mail Author
    JESSICA LANDGRAF, Ph.D., is a recent graduate of Michigan State University's Educational Policy PhD program. She is currently an early childhood specialist at Michigan State University's Child Development Laboratory. Her research interests include coordination of policies within the early childhood education and care system, early childhood policy advocacy by nongovernmental actors, and early childhood teacher support systems.
 
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