J. Amos Hatch's research while affiliated with University of Tennessee and other places
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Publications (35)
This article challenges the overemphasis in early childhood education on young children's development and its relative inattention to their learning. The author argues that learning leads cognitive development, and that early childhood educators should be more centered on teaching for learning and less on facilitating development. An alternative fr...
The authors share the experience of introducing critical pedagogical approaches in a teacher education program for students
preparing to work in urban elementary schools. This chapter is an account of parts of that experience and our reflections
about what it is like to become more critical in our work with preservice teachers. As a professor and a...
As we began organizing our ideas for this book, we looked for an opportunity to include some contextual information about the current state of affairs in critical teacher education. We were in the process of identifying individuals we knew were doing critical pedagogical work in their teacher education programs and inviting them to submit abstracts...
The chapters in this edited collection make it clear that critical teacher educators are aware of neoliberalism and its profound impact on public schools and university-based teacher preparation programs. They know the deleterious effects of macro-level, neoliberal forces on the local and particular teaching contexts where they are trying to do cri...
This article describes introductory practices used to prepare future urban teachers to implement critical literacy strategies in their classrooms. Based in a teacher education program designed to prepare teachers for urban multicultural settings, the authors provide an overview of critical approaches to literacy instruction, a rationale for why cri...
WHEN I began working in urban schools, Neil Postman and Charles Weingartner's Teaching as a Subversive Activity was adopted as a manifesto by those of us who were committed to changing the backward-looking public education system of the day. After all, it was the 1970s. We were ready to challenge everything that smacked of the establishment, and th...
This article reports findings from a qualitative interview study that examined the provision of integrated kindergarten education for children with disabilities from the perspectives of general education teachers implementing integrated kindergarten programs. Analysis of interviews with eight informants led to the identification of two broad genera...
Ten years have slipped by since Richard Wisniewski and I passed along the executive editorship of QSE . A great deal has changed in that relatively short period. Political power in the United States has shifted dramatically to the right, and conservative politicians and their cronies in academe have legislated a definition of science that effective...
This article makes the case that it no longer makes sense to delay the process of identifying children with disabilities until after kindergarten. The purposes, expectations, and day-to-day realities of kindergarten have changed, and children who eventually will be identified for special education are put at a considerable disadvantage when their s...
This article is a dialog between colleagues from different races who struggle with the complexities of doing qualitative research with participants who come from backgrounds that do not match their own. Based on transcriptions of extensive audiotaped conversations, the article explores issues related to studying across difference. The discussion is...
A team of early childhood teacher education faculty developed the 3‐D talent development model of teacher education, blending theory and research from many sources. These sources include research on talent development, nonuniversal development, and roles of teachers and their professional growth. The faculty integrated constructs from these sources...
The changing ways child observation is being used by preschool teachers in the United States and Australia are described in relation to the accountability movement pressuring young children and their teachers in both countries. The costs of the accountability movement in early childhood education are explored, and a call for genuine accountability...
This article reports findings from a study of how early childhood teachers think about and use child observation in Australian and US classrooms. Qualitative research methods were used to collect and analyse data from the two nations, and the paper reports on how teachers use child observation in each country. Uses in US early child settings includ...
This article reports data from a study of how teachers use child observations in one State in Australia. It argues that the current economic and political climate has meant changes for most early childhood settings catering for children prior to school entry. How teachers in these various settings deal with changes in relation to child observation...
Describes reorganization of an early childhood education program for teachers at the University of Tennessee at Knoxville. Lists changes in program elements, highlights program goals, describes key conceptual features, and includes student comments as evidence of program effectiveness. Notes that program focus is developing the students' capacity t...
This article recommends that research on teachers' work be included more systematically in teacher preparation curricula. Findings from the international literature on teachers' work are summarized in 3 areas: characteristics of teachers' work; working conditions; and teaching as coping and adapting. Based on the argument that preservice teachers a...
In this article, we review briefly some of the literature from the Reggio Emilia approach that relates to documentation and how it is connected to child observation. Further, we provide a brief account of the discourses of globalization as applied to Reggio Emilia education in general and the use of documentation specifically. We conclude that the...
Drawing on the work of early childhood teachers and teacher educators, this volume provides examples of creative ways in which practitioners and theorists are rethinking their work. Grounded in principles of equity, difference, and the recognition of racial, ethnic, and sexual diversity, the book provides a range of thinking, theorizing, and practi...
In this article, we review briefly some of the literature from the Reggio Emilia approach that relates to documentation and how it is connected to child observation. Further, we provide a brief account of the discourses of globalization as applied to Reggio Emilia education in general and the use of documentation specifically. We conclude that the...
Citations
... Groenke, S. L., & Hatch, J. A (Eds) (2009) 'Critical Pedagogy and Teacher Education in the Neoliberal Era: Small Openings' [3], and Cowden, G & Singh, G (2013) 'Acts of Knowing: Critical Pedagogy in, against and beyond the University' [4] both share a focus on finding openings and spaces in higher education where critical pedagogy can be enacted. However, Groenke and Hatch concentrate on teacher education as a context and Cowden & Singh on Social Work. ...
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... Additional research (e.g., Cates et al., 2016;Dietrichson et al., 2018;Gray-Lobe et al., 2021) makes a strong case that quality preschools mitigate the effects of risk factors children face. Today's kindergartens are experiencing changing demands and expectations due to the accountability shovedown (Hatch, 2002) of standards-driven instruction and assessment and the implementation of Common Core State Standards (CCSS; National Governors Association, 2010). To prepare young children for K-12 curriculum, educators must create a better partnership and balance between institutional ECE levels and developing socio-emotional and academic competencies (Hatch, 2002;NAEYC, 2005;West et al., 2000;West et al., 2001;Zill & West, 2001). ...
... As the result of globalization, pedagogical documentation has spread to North American classrooms over the last decade (Grieshaber & Hatch, 2003). Educators in Canada and the US have described its use in kindergarten and preschool classrooms (Cadwell, 2003;Kocher, 1999;Oken-Wright, 2001), and its value in scaffolding children's memories of activities taking place once per week (Fraser, 2000). ...
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... El escenario en Estados Unidos muestra que los problemas que hoy tiene la docencia, y fundamentalmente su capacidad de atracción y retención, afectan también a naciones con altos niveles de desarrollo económico (Barber y Mourshed, 2007). Los desafíos son muchos pero al mismo tiempo surgen respuestas innovadoras y estrategias integradas con adecuado financiamiento (Benner y Hatch, 2011). Quizás sea este uno de los elementos que marca la diferencia con algunos países del entorno iberoamericano e, incluso, europeo. ...
... The NCTM of mathematics and the NAEYC also affirm that it is significant that teachers use challenging approaches for young learners to understand mathematics. Benner and Hatch (2009) stated that teachers of young learners have a critical role to play in improving the academic mathematics results of learners; as a result, there is a need to be capacitated so that they are competent to teach mathematics. Jung and Conderman (2013) emphasised that ongoing professional training will assist teachers in improving their teaching and in engaging in intentional teaching of mathematics. ...
... In an era of "post-truth" political era where evidence and emotions are exploited and rejected, it is vital that teacher education program coursework include teaching and learning opportunities focused on frameworks grounded in critical social theory such as critical literacy education (Meller & Hatch, 2008;Rogers, 2013;Rogers & Wetzel, 2014). Interactions with these frameworks could work to support preservice teachers to develop cognitive capacities to learn to recognize, examine, question, and disrupt normalized practices, discourses and power structures that serve to negatively compromise students academic trajectories. ...
... Nevertheless, observations by teachers, although usually less formal, are a key part of their professional practice. Focusing mainly on children's behaviour and understanding (Grieshaber et al. 2000), these observations may be daily unstructured observations (Burton and Bartlett 2005) as well as systematic observations. Teachers' observation of dialogue as part of everyday practice, however, is less evident in the literature; several challenges may explain this. ...
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... Globally, the improvement of these 21st century skills is strived for from early childhood to higher education levels (Benner & Hatch, 2010;Lindeman & Anderson, 2015;Germaine et al., 2016). However, when designing education for the 21 st century in primary school or at tertiary level, there are several questions to be addressed in all subject areas; a) what pedagogy, curricula, activities and experiences contribute to 21st century learning and b) how technology can be utilized to have a better learning atmosphere while promoting the necessary skills. ...
... The highest quality and efficiency are guaranteed by kindergartens at the lowest price, which enables parents in Hong Kong to select the best possible kindergarten according to their preferences and budget [1]. Meanwhile, unrealistic admission requirements and examination-driven curricula in Hong Kong secondary schools [30] have led to topdown pressures on primary schools and kindergartens. Parents in Hong Kong highly value their children's academic achievements while devaluing the power of play in kindergartens [31]. ...
... Yet most doctoral programmes provide little in the way of pedagogical support for students to meet these demands for greater output [2,3]. Having research published, which is often portrayed as "commonsensical by experienced scholars" [4], is obscure and perplexing for many graduate students. Alongside the current flourishing interest in graduate thesis and research writing, graduate student publishing support and pedagogies is a topic that is moving centre-stage (see [5]). ...
