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dc.contributor.advisor Flinders, David en
dc.contributor.author Belcher, Kimberlee Ann en
dc.date.accessioned 2015-09-29T22:59:40Z en
dc.date.available 2015-09-29T22:59:40Z en
dc.date.issued 2015-09 en
dc.identifier.uri http://hdl.handle.net/2022/20393 en
dc.description Thesis (Ph.D.) - Indiana University, Education, 2015 en
dc.description.abstract Due to narrowly defined quality measures, teacher preparation in Montessori, Waldorf, Reggio and LifeWays pedagogies is not recognized in many state ECE professional development systems. The problem is compounded by Quality Rating and Improvement System’s child care program ratings, which rely on teacher qualifications as a component of program ratings. Limitations, due to philosophical dissimilarities pertaining to the spirit of the child, ill-fitting measurements of quality, and policy exclusion make it difficult for alternative pedagogy communities to meet qualifications or to obtain scores that count. This is exacerbated by narrow definitions regarding national versus regional accreditation in teacher preparation programs.Using a transformative, mixed-methods approach, this study asks, “What is the role and relevance of alternative pedagogy teacher preparation to the professional development system, and where does it fit in the current policy landscape nationwide?” As a follow up question, the study seeks to answer, “What is the process for change?” Through the use of surveys, interviews, and a cultural context model, a way forward is mapped. Registry policy makers in 28 states and 46 teacher preparation directors, across three types of alternative-pedagogy teacher preparation programs, assisted in data collection, resulting in a recognition baseline. Public sources were used to triangulate a composite snapshot of this national policy situation, demonstrating appropriate policy inclusion in six out of 17 states’ career pathways and/or data collection in ECE workforce registries. Cumulative data revealed alternative pedagogy teacher recognition levels across the country and revealed how relevant policies evolved to become system inclusive. The study concludes by inviting community representatives to respond and to share their experiences and thoughts. Actionable study outcomes, community-developed recommendations, and an advocacy map were circulated in three of four alternative pedagogy communities. Using a cultural equity paradigm, the study elucidates power relationships between alternative pedagogy teacher preparation and national/state efforts towards ECE professional development and quality improvement policy systems, illuminating where federal and state policy/initiatives are shaping, responding to, and limiting the alternative-pedagogy teacher preparation pipeline in the United States. Recommended courses of action encourage policy collaboration and a cultural shift from policy power over, to power with policy. en
dc.language.iso en_US en
dc.publisher [Bloomington, Ind.] : Indiana University en
dc.subject early childhood en
dc.subject workforce registry en
dc.subject alternative pedagogy en
dc.subject policy en
dc.subject transformative en
dc.subject Steiner en
dc.subject Waldorf en
dc.subject LifeWays en
dc.subject Montessori en
dc.subject Reggio Emilia en
dc.subject career pathway en
dc.subject cultural equity en
dc.subject spirit of the child en
dc.title Policy Reservations: Early Childhood Workforce Registries and Alternative Pedagogy Teacher Preparation en
dc.type Doctoral Dissertation en
dc.altmetrics.display false en


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