Child Care and Early Education Research Connections

Skip to main content

Pre-K teachers’ perspectives on factors that influence their experiences through universal Pre-K policy changes in New York City


The focus of this study is preschool teachers’ perspectives on their experiences during a Pre-K expansion in New York City. The expansion brought on neoliberal approaches to curriculum, child assessment, quality improvement, and instructional support in classrooms, and these changes in turn heightened expectations for accountability. This has required new sets of skills and resources for early childhood educators to implement the policy as enactors. Using an implementation research framework and a multiple case study approach, this study examined 14 Pre-K teachers’ experiences during a policy enactment process and how the policy affected their practice and beliefs. In doing so, it became evident that teachers’ daily experiences, loaded with the added requirements to execute the recommended practices set by the shifting landscape of early childhood education, lead to confusions and struggles between their beliefs about appropriate practices. (author abstract)

Resource Type:
Reports & Papers
United States
State(s)/Territories/Tribal Nation(s):
New York

- You May Also Like

These resources share similarities with the current selection.

Framing the future: Addressing pre-k in ESEA

Fact Sheets & Briefs

The national perspective: How pre-K in PA compares to competing states

Fact Sheets & Briefs

Financing access to high-quality pre-k

Fact Sheets & Briefs
Release: 'v1.58.0' | Built: 2024-04-08 08:44:34 EDT