Beyond the DAP versus standards dilemma: Examining the unforgiving complexity of kindergarten teaching in the United States

By L. Goldstein. 2007

147 citations recorded by the source corpus.

Subfields: Education

View Paper: https://www.semanticscholar.org/paper/2b6da51e418de9a1255e5fc7743a4aaa3582d7df

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

1. Anna Rorem
2. Scott F. Latham
3. J. Adair
4. Daphna Bassok

Citations in the corpus

• Agency and Expanding Capabilities in Early Grade Classrooms: What it Could Mean for Young Children (2014, background): “Young children in school are assessed using indicators like language and literacy scores or math benchmarks instead of considering the depth and breadth of their developing capabilities (Brown, 2013; Goldstein, 2007).”
• Is Kindergarten the New First Grade? (2016, background): “A common narrative is that accountability pressures, particularly from the federal No Child Left Behind Act (NCLB), have led to changes in the early grades (Goldstein, 2007; Graue, 2009; Pianta, Cox, & Snow, 2007; Stipek, 2006).”