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Article (from a serial) accessible via
URN: urn:nbn:de:0111-pedocs-358047
DOI: 10.25656/01:35804; 10.35468/6239-12
URN: urn:nbn:de:0111-pedocs-358047
DOI: 10.25656/01:35804; 10.35468/6239-12
| Title |
Primary education and school entry in the U.S. |
|---|---|
| Authors |
Lischka-Schmidt, Richard   ;
Castner, Daniel J. |
| Source | Schlesier, Juliane [Hrsg.]; Frey, Anne [Hrsg.]; Hoya, Fabian [Hrsg.]; Parade, Ralf [Hrsg.]; Rank, Astrid [Hrsg.]: Foundations of learning. Unveiling the mosaic of primary education systems worldwide. Bad Heilbrunn : Verlag Julius Klinkhardt 2026, S. 324-351. - (Grundschule International / Primary Education International) |
| Document | full text (3.259 KB) |
| License of the document |
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| Keywords (German) | Grundschule; Lehrerbildung; Primarbereich; Grundschulpädagogik; Schulanfang; Übergang Vorschulstufe - Primarstufe; Ungleichheit; Curriculum; Standardisierter Test; Beobachtung; USA |
| sub-discipline | Intercultural and International Comparative Educational Research Curriculum and Teaching / School Pedagogy |
| Document type | Article (from a serial) |
| ISBN | 978-3-7815-6239-4; 978-3-7815-2777-5; 9783781562394; 9783781527775 |
| Language | English |
| Year of creation | 2026 |
| review status | Peer-Reviewed |
| Abstract (English): | School entry is considered a significant moment in a child's educational biography. Due to the close organisational links between kindergarten and first grade, U.S. primary schools are a particularly interesting case in this regard. So, this paper describes U.S. primary education focusing on school entry: Fundamental characteristics and research findings on the U.S. elementary school are summarised, and school entry is examined in detail on the basis of an empirical project. In the first part of this article, we outline the main organisational and practical issues of primary education, including the broader context of the U.S. school system and its federal structure, funding, teacher education and curriculum. Moreover, we highlight two central research issues: inequalities and standardised testing. The second part of the paper focuses on school entry and the relationship between kindergarten and first grade. After reviewing extant research, we present findings from an ethnographic research project illustrating the daily practice of this relation in U.S. primary schools. This project involved three months of ethnographic fieldwork at five schools and addresses the question of how school is produced at school entry, that is, from the perspective of socialisation theory, of how students are taught what school makes a school. The qualitative analysis of the observational data shows how similar everyday life is in both classes and how, despite all the similarities, a distinction is made between the first-grade and kindergarten classes. (DIPF/Orig.) |
| is part of: | Foundations of learning. Unveiling the mosaic of primary education systems worldwide |
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| Purchase order | Check the possibility to purchase this document on buchhandel.de (only in German) |
| Date of publication | 15.07.2026 |
| Citation | Lischka-Schmidt, Richard; Castner, Daniel J.: Primary education and school entry in the U.S. - In: Schlesier, Juliane [Hrsg.]; Frey, Anne [Hrsg.]; Hoya, Fabian [Hrsg.]; Parade, Ralf [Hrsg.]; Rank, Astrid [Hrsg.]: Foundations of learning. Unveiling the mosaic of primary education systems worldwide. Bad Heilbrunn : Verlag Julius Klinkhardt 2026, S. 324-351. - (Grundschule International / Primary Education International) - URN: urn:nbn:de:0111-pedocs-358047 - DOI: 10.25656/01:35804; 10.35468/6239-12 |
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