Trying to better understand how school and district administrators describe high quality practices in early childhood classrooms serving Latino immigrant students, I called upon a theoretical stance that valued the administrators as experts on their own approach to direct their organization (Varence & McDermot,1998). The administrators in my study are treated as members of a shared culture who are in the tradition of ethnography, experts of their own lives (Adair, 2009).
I draw from two theoretical perspectives: socio-cultural and politics of education to understand how administrators describe high quality early learning. In choosing a and Rogoff repertoires of practice to help me understand the participants’ answers to my research question.
I draw from two theoretical perspectives: socio-cultural and politics of education to understand how administrators describe high quality early learning. In choosing a and Rogoff repertoires of practice to help me understand the participants’ answers to my research question.