Experiences of Early Childhood Educators Who Use Constructivist Approaches in an Era of High-Stakes Accountability

Davis, Jill

Experiences of Early Childhood Educators Who Use Constructivist Approaches in an Era of High-Stakes Accountability

dc.contributor.advisor	Ethridge, Libby
dc.contributor.author	Davis, Jill
dc.contributor.committeeMember	Hellman, Chan
dc.contributor.committeeMember	Horm, Diane
dc.contributor.committeeMember	Lake, Vickie
dc.contributor.committeeMember	Reeder, Stacy
dc.date.accessioned	2015-07-14T19:09:41Z
dc.date.available	2015-07-14T19:09:41Z
dc.date.issued	2015-08
dc.date.manuscript	2015-06-30
dc.description.abstract	Over the past thirty years, American education has moved toward a system of increased accountability. High-stakes accountability is characterized by the reliance of high-stakes testing, or assessments that lead to significant decisions for the child, teacher, or school. Several negative effects of high-stakes accountability have arisen, including effects on the content and instructional practices. While the current educational system has pressured many early childhood educators to use more didactic, traditional practices, some teachers have continued to use instructional practices that align with their constructivist philosophy, or constructivist approaches. This hermeneutic phenomenological study examined the experiences of seven early childhood educators who use constructivist approaches during the era of high-stakes accountability. The study was based on the conceptual framework of Piagetian constructivism: Learners construct knowledge through interactions with their environment, both the physical environment and individual’s social interactions with others. Data was collected in the form of individual interviews, observations, a group interview, document review, and field notes. Data analysis included looking for patterns and themes within cases and between the cases. Three major themes emerged from analysis: 1) trust, 2) academic pushdown, and 3) teacher resistance. Implications for practice include conversations between teachers and administrators to build shared understanding and trust, professional development on how to advocate, and increased mentoring to provide in-service teachers with networks of support.	en_US
dc.identifier.uri	http://hdl.handle.net/11244/15232
dc.language	en_US	en_US
dc.subject	constructivism, high-stakes accountability, academic pushdown	en_US
dc.thesis.degree	Ph.D.	en_US
dc.title	Experiences of Early Childhood Educators Who Use Constructivist Approaches in an Era of High-Stakes Accountability	en_US
ou.group	Jeannine Rainbolt College of Education::Department of Instructional Leadership and Academic Curriculum	en_US