Scripted Identities: A Case Study of Early Childhood Teachers' Perceptions of Working Within Scripted and Mandated Common Core–Aligned English Language Arts Curricula

• In Event: 29.054 - Right From the Start: Teachers Engaging Young Children as Thinkers and Learners

Abstract

In order to meet the Common Core State Standards, many school districts have adopted scripted English language arts (ELA) curricula and mandated their use. This study examines the ways that three early childhood educators constructed and negotiated identities within a highly-regulated, prescribed curriculum. It was found that effective teaching was linked to the way the school district defined effective teaching—faithfully using the scripted curriculum, capable of producing high student scores, able to complete all bureaucratic obligations of the job, and being “effective” on their annual professional performance review (APPR). In short, the teachers’ identities were scripted along with their curriculum. This study adds to the research into early childhood teachers’ perceptions of working with mandated and scripted curricula.

Author

• Susan A. Sturm, SUNY - College at Fredonia