We are doing it because we have to!”: Reality of readiness policy in the classroom

Kim, Jiye

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https://hdl.handle.net/2142/121190 Copy

Description

Title

We are doing it because we have to!”: Reality of readiness policy in the classroom

Author(s)

Kim, Jiye

Issue Date

2023-05-19

Director of Research (if dissertation) or Advisor (if thesis)

Dyson, Anne Haas

Doctoral Committee Chair(s)

Dyson, Anne Haas

Committee Member(s)

• McCarthy, Cameron R.
• Cortez, Idalia Nuñez
• Corr, Catherine

Department of Study

Educ Policy, Orgzn & Leadrshp

Discipline

Educ Policy, Orgzn & Leadrshp

Degree Granting Institution

University of Illinois at Urbana-Champaign

Degree Name

Ph.D.

Degree Level

Dissertation

Keyword(s)

• early childhood education policy
• readiness
• sociocultural policy analysis
• assessment

Abstract

This dissertation examined the varied layers of policy construction regarding school readiness, including perceptions of its meaning, the nature of assessment forms at the beginning of kindergarten, and the ramifications of the perceptions of children’s preschool and kindergarten schooling experience. Through a sociocultural perspective, I aimed to understand readiness policy. It is essential to contextualize each layer of the policy process- state, local district, school, and class-, to understand children’s daily learning (McCarty, 2011). Through observations and interviews, this research was situated in specific preschool and kindergarten classrooms within the specific school, school district, and state context. This study aimed to address “who” needs to be ready and “what” they are ready for by capturing children’s daily life. Given that school readiness assessment is a part of school policy in many states, it is critical to investigate these processes of assessment. To this end, this study adopted an ethnographic view to contemplate how the interpretations of readiness policies were orchestrated in practices when children enter kindergarten. Data was collected throughout the year including observations, interviews, and documents. All data was audio-recorded including observations in preschool and kindergarten, informal conversations, and interviews with stakeholders. I initially analyzed through inductive analysis involving open and then focused coding, and, through integrative study of data using those codes, developed themes and assertions. Findings demonstrated: 1) readiness policy created power relations between stakeholders and normative discourses about what right things would improve children’s readiness 2) policy shaped classroom culture and defined children’s learning ideology in preschool and kindergarten; 3) assessment shaped children’s official daily learning. Implications for research and policy are shared along with contextualizing readiness policy to work with teachers and children.

Graduation Semester

2023-08

Type of Resource

Thesis

Copyright and License Information

Copyright 2023 Jiye Kim

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