When School Doesn’t Start at Age 5

IF 1.2 4区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Elementary School Journal Pub Date : 2022-09-01 DOI:10.1086/720563

Michael Little, Timothy A. Drake, Lora Cohen-Vogel, Jessica L. Eagle

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引用次数: 2

Abstract

Today, about 50% of US elementary schools have a pre-kindergarten (pre-K) program located in the building. This article systematically reviews the empirical literature on principal leadership of pre-K programs in elementary schools. We collected studies using academic database searches, scanning reference lists of relevant articles, and consulting with experts in the field. Our efforts yielded 16 sources for review. Using thematic synthesis, we analyzed the data to reveal key findings related to principal leadership of pre-K programs. There has been limited scholarly attention to principal leadership in the pre-K context. Prominent themes in the existing literature on the topic include (1) a common framing of the “colliding” worlds of pre-K and K–12 education, (2) principals’ beliefs about pre-K, (3) the scope of principal responsibility for pre-K programs, and (4) principal preparation to lead pre-K programs. We unearthed limited evidence on the topic but charted a path for future research on pre-K principal leadership. Future research should focus on the design of principal capacity building efforts that have direct, positive impacts for students.

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当5岁还没开始上学时

如今，大约50%的美国小学在大楼里开设了幼儿园前课程。本文系统地回顾了有关小学学前教育项目校长领导力的实证文献。我们使用学术数据库搜索、扫描相关文章的参考文献列表以及咨询该领域的专家来收集研究。我们的努力产生了16个供审查的来源。使用主题综合，我们分析了数据，以揭示与学前教育项目的主要领导有关的关键发现。在K时代之前，学术界对主要领导层的关注有限。现有文献中关于这一主题的突出主题包括：（1）学前教育和K-12教育“碰撞”世界的共同框架，（2）校长对学前教育的信念，（3）学前教育项目的主要责任范围，以及（4）领导学前教育计划的主要准备工作。我们在这个话题上发现了有限的证据，但为未来研究K之前的主要领导层指明了道路。未来的研究应侧重于设计对学生有直接、积极影响的校长能力建设工作。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Elementary School Journal EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

2.60

自引率

5.90%

发文量

期刊介绍： The Elementary School Journal has served researchers, teacher educators, and practitioners in the elementary and middle school education for over one hundred years. ESJ publishes peer-reviewed articles dealing with both education theory and research and their implications for teaching practice. In addition, ESJ presents articles that relate the latest research in child development, cognitive psychology, and sociology to school learning and teaching. ESJ prefers to publish original studies that contain data about school and classroom processes in elementary or middle schools while occasionally publishing integrative research reviews and in-depth conceptual analyses of schooling.