Publication Date
| In 2025 | 0 |
| Since 2024 | 1 |
| Since 2021 (last 5 years) | 1 |
| Since 2016 (last 10 years) | 1 |
| Since 2006 (last 20 years) | 3 |
Descriptor
Author
| Cameron, Quanna | 1 |
| Fitchett, Paul G. | 1 |
| Heafner, Tina L. | 1 |
| Heineke, Amy J. | 1 |
| Lambert, Richard | 1 |
| R. Clarke Fowler | 1 |
Publication Type
| Journal Articles | 3 |
| Reports - Evaluative | 2 |
| Reports - Research | 1 |
Education Level
| Grade 1 | 3 |
| Grade 2 | 3 |
| Grade 3 | 3 |
| Elementary Education | 2 |
| Grade 4 | 2 |
| Grade 5 | 2 |
| Kindergarten | 2 |
| Early Childhood Education | 1 |
| Grade 6 | 1 |
| Grade 7 | 1 |
| Grade 8 | 1 |
| More ▼ | |
Audience
Location
| Arizona | 1 |
Laws, Policies, & Programs
Assessments and Surveys
| Schools and Staffing Survey… | 1 |
What Works Clearinghouse Rating
Peer reviewed
Direct linkR. Clarke Fowler – Journal of Research in Childhood Education, 2024
This study examines two longstanding but thinly evidenced claims regarding credentialing requirements for teachers in the early grades (pre-K, K, 1, 2, and 3): 1) that elementary education (ELED) educator standards, under which many U.S. early grade teachers are prepared, address early instructional practices less adequately than early childhood…
Descriptors: Early Childhood Education, Early Childhood Teachers, Elementary School Teachers, Grade 1
Fitchett, Paul G.; Heafner, Tina L.; Lambert, Richard – Teachers College Record, 2014
Background/context: In an era of accountability and standardization, elementary social studies is consistently losing its curricular foothold to English/language arts, math, and science instruction. Purpose: This article examines the relationship between elementary teachers' perceptions of instructional autonomy, teaching context, state testing…
Descriptors: Educational Assessment, Professional Autonomy, Social Studies, Elementary School Teachers
Heineke, Amy J.; Cameron, Quanna – Education and Urban Society, 2013
This qualitative study explored Teach for America (TFA) alumni teachers' discourse on Arizona language policy, conducted with eight teachers in the Phoenix metropolitan area who received their professional teacher preparation from TFA, a national organization that uses alternative paths to certification to place teachers in low-income schools.…
Descriptors: Achievement Gap, State Policy, Alternative Teacher Certification, Disadvantaged Schools
