Corrigendum for “Examining How Stakeholders at the Local, State, and National Levels Made Sense of the Changed Kindergarten”

IF 3.5 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

American Educational Research Journal Pub Date : 2021-04-01 DOI:10.3102/0002831220977423

引用次数: 0

Abstract

For this study, the VCME method involved four steps (Adair, 2014; Tobin et al., 2009): videotaping a day in a public kindergarten classroom in TX; generating and editing the video down to 23 minutes with the classroom teacher; showing it to other teachers and administrators in the school; and lastly, showing it to other education stakeholders in TX, WV, and at the national level (all names are pseudonyms).

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“检查地方、州和国家层面的利益相关者如何理解改变后的幼儿园”的勘误表

对于本研究，VCME方法包括四个步骤(Adair, 2014;Tobin et al.， 2009):拍摄德克萨斯州公立幼儿园教室的一天;与任课老师一起制作并编辑视频至23分钟;向学校的其他老师和管理人员展示;最后，将其展示给德克萨斯州、西弗吉尼亚州和全国范围内的其他教育利益相关者(所有名字都是化名)。

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

American Educational Research Journal EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

8.70

自引率

0.00%

发文量

期刊介绍： The American Educational Research Journal (AERJ) is the flagship journal of the American Educational Research Association, featuring articles that advance the empirical, theoretical, and methodological understanding of education and learning. It publishes original peer-reviewed analyses that span the field of education research across all subfields and disciplines and all levels of analysis. It also encourages submissions across all levels of education throughout the life span and all forms of learning. AERJ welcomes submissions of the highest quality, reflecting a wide range of perspectives, topics, contexts, and methods, including interdisciplinary and multidisciplinary work.