From Child’s Garden to Academic Press: The Role of Shifting Institutional Logics in Redefining Kindergarten Education
Item
- Title
- From Child’s Garden to Academic Press: The Role of Shifting Institutional Logics in Redefining Kindergarten Education
- Abstract/Description
- The impermeability of schooling to reform is a frequent conclusion of studies of educational organizations, but historical accounts suggest that kindergartens have undergone significant transformation. Once a transitional year emphasizing child development, kindergarten now marks the beginning of formal academic instruction. Guided by institutional theory, this article explores the evolution of public discourse about kindergarten by analyzing newspaper articles, policy documents, and professional association activities. I argue that the media advanced academic messages about kindergarten before state activism, while the state later embedded an academic model in policy. The case of kindergarten surfaces general implications for understanding educational change, highlighting how new ideas and practices are advanced by a diverse set of actors in the organizational field.
- Author/creator
- Russell, Jennifer Lin
- Date
- In publication
- American Educational Research Journal
- Volume
- 48
- Issue
- 2
- Pages
- 236-267
- Resource type
- en Research/Scholarly Media
- Resource status/form
- en Published Text
- Scholarship genre
- en Theoretical
- Language
- en
- Open access/full-text available
- en No
- Peer reviewed
- en Yes
- ISSN
- 0002-8312
- Citation
- Russell, J. L. (2011). From Child’s Garden to Academic Press: The Role of Shifting Institutional Logics in Redefining Kindergarten Education. American Educational Research Journal, 48(2), 236–267. https://doi.org/10.3102/0002831210372135
- Cited in
- The Institution of Schooling
- Item sets
- Handbook Chapter 4 Citations
Annotations
There are no annotations for this resource.