Experienced teachers sometimes have been viewed as oppositional to education reform and as representing the problems that necessitated reform. The purpose of this study was to describe reactions from highly experienced primary-level teachers to the significant changes mandated in early elementary education by the Kentucky Education Reform Act (KERA). Two groups of teachers received questionnaires: those who retired the year after KERA was enacted and those who were eligible to retire but chose to remain in primary classrooms. The teachers’ responses address several beliefs regarding reform and experienced teachers; the teachers also convey strong messages about reform in general and nongraded primary programs in particular. Finally, the teachers remind us of why they chose to work with young children across their careers.
|Number of pages||11|
|Journal||Journal of Research in Childhood Education|
|State||Published - Dec 1997|
Bibliographical noteFunding Information:
Authors' note: Th is research was supported by fund s from the Univers ity of Kentucky Institute on Education Reform. The seque nce of authors' names was determined randomly; all authors contributed equally to this paper.
ASJC Scopus subject areas
- Developmental and Educational Psychology