{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/121190"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/121190","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"We are doing it because we have to!”: Reality of readiness policy in the classroom","abstract":"Submission published under a 24 month embargo labeled 'Closed Access', the embargo will last until 2025-08-01","abstract_html":"Submission published under a 24 month embargo labeled 'Closed Access', the embargo will last until 2025-08-01","abstract_has_math":false,"creators":["Kim, Jiye"],"institution":"University of Illinois at Urbana-Champaign","degree_name":"Ph.D.","degree_level":"Dissertation","degree_discipline":"Educ Policy, Orgzn & Leadrshp","degree_department":null,"school":null,"contributors":["Dyson, Anne Haas","McCarthy, Cameron R.","Cortez, Idalia Nuñez","Corr, Catherine"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2023,"date_issued":"2023-08","date_published":"2023-08","updated_at":"2026-07-22T22:24:57Z","subjects":["Early Childhood Education Policy","Readiness","Sociocultural Policy Analysis","Assessment"],"languages":["en","eng"],"rights":["Copyright 2023 Jiye Kim"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://hdl.handle.net/2142/121190","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Dyson, Anne Haas","McCarthy, Cameron R.","Cortez, Idalia Nuñez","Corr, Catherine"]},{"key":"dc:creator","label":"Author","values":["Kim, Jiye"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2023-08","2023-05-19"]},{"key":"dc:type","label":"Dc Type","values":["text"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educ Policy, Orgzn & Leadrshp"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ph.D."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois at Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Early Childhood Education Policy","Readiness","Sociocultural Policy Analysis","Assessment"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["en","eng"]},{"key":"dc:rights","label":"Dc Rights","values":["Copyright 2023 Jiye Kim"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://hdl.handle.net/2142/121190"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["Submission published under a 24 month embargo labeled 'Closed Access', the embargo will last until 2025-08-01","The student, Jiye Kim, accepted the attached license on 2023-05-10 at 10:41.","The student, Jiye Kim, submitted this Dissertation for approval on 2023-05-10 at 11:14.","This Dissertation was approved for publication on 2023-05-19 at 11:22.","DSpace SAF Submission Ingestion Package generated from Vireo submission #19369 on 2023-12-04 at 17:30:00","This dissertation examined the varied layers of policy construction regarding school readiness, including perceptions of its meaning, the nature of assessment forms at the beginning of kindergarten, and the ramifications of the perceptions of children’s preschool and kindergarten schooling experience. Through a sociocultural perspective, I aimed to understand readiness policy. It is essential to contextualize each layer of the policy process- state, local district, school, and class-, to understand children’s daily learning (McCarty, 2011). Through observations and interviews, this research was situated in specific preschool and kindergarten classrooms within the specific school, school district, and state context. This study aimed to address “who” needs to be ready and “what” they are ready for by capturing children’s daily life. Given that school readiness assessment is a part of school policy in many states, it is critical to investigate these processes of assessment. To this end, this study adopted an ethnographic view to contemplate how the interpretations of readiness policies were orchestrated in practices when children enter kindergarten. Data was collected throughout the year including observations, interviews, and documents. All data was audio-recorded including observations in preschool and kindergarten, informal conversations, and interviews with stakeholders. I initially analyzed through inductive analysis involving open and then focused coding, and, through integrative study of data using those codes, developed themes and assertions. Findings demonstrated: 1) readiness policy created power relations between stakeholders and normative discourses about what right things would improve children’s readiness 2) policy shaped classroom culture and defined children’s learning ideology in preschool and kindergarten; 3) assessment shaped children’s official daily learning. Implications for research and policy are shared along with contextualizing readiness policy to work with teachers and children."]},{"key":"dc:format","label":"Dc Format","values":["application/pdf"]},{"key":"dc:title","label":"Title","values":["We are doing it because we have to!”: Reality of readiness policy in the classroom"]}]}],"canonical_facts":{"dc:contributor":["Dyson, Anne Haas","McCarthy, Cameron R.","Cortez, Idalia Nuñez","Corr, Catherine"],"dc:creator":["Kim, Jiye"],"dc:date":["2023-08","2023-05-19"],"dc:description":["Submission published under a 24 month embargo labeled 'Closed Access', the embargo will last until 2025-08-01","The student, Jiye Kim, accepted the attached license on 2023-05-10 at 10:41.","The student, Jiye Kim, submitted this Dissertation for approval on 2023-05-10 at 11:14.","This Dissertation was approved for publication on 2023-05-19 at 11:22.","DSpace SAF Submission Ingestion Package generated from Vireo submission #19369 on 2023-12-04 at 17:30:00","This dissertation examined the varied layers of policy construction regarding school readiness, including perceptions of its meaning, the nature of assessment forms at the beginning of kindergarten, and the ramifications of the perceptions of children’s preschool and kindergarten schooling experience. Through a sociocultural perspective, I aimed to understand readiness policy. It is essential to contextualize each layer of the policy process- state, local district, school, and class-, to understand children’s daily learning (McCarty, 2011). Through observations and interviews, this research was situated in specific preschool and kindergarten classrooms within the specific school, school district, and state context. This study aimed to address “who” needs to be ready and “what” they are ready for by capturing children’s daily life. Given that school readiness assessment is a part of school policy in many states, it is critical to investigate these processes of assessment. To this end, this study adopted an ethnographic view to contemplate how the interpretations of readiness policies were orchestrated in practices when children enter kindergarten. Data was collected throughout the year including observations, interviews, and documents. All data was audio-recorded including observations in preschool and kindergarten, informal conversations, and interviews with stakeholders. I initially analyzed through inductive analysis involving open and then focused coding, and, through integrative study of data using those codes, developed themes and assertions. Findings demonstrated: 1) readiness policy created power relations between stakeholders and normative discourses about what right things would improve children’s readiness 2) policy shaped classroom culture and defined children’s learning ideology in preschool and kindergarten; 3) assessment shaped children’s official daily learning. Implications for research and policy are shared along with contextualizing readiness policy to work with teachers and children."],"dc:format":["application/pdf"],"dc:identifier":["https://hdl.handle.net/2142/121190"],"dc:language":["en","eng"],"dc:rights":["Copyright 2023 Jiye Kim"],"dc:subject":["Early Childhood Education Policy","Readiness","Sociocultural Policy Analysis","Assessment"],"dc:title":["We are doing it because we have to!”: Reality of readiness policy in the classroom"],"dc:type":["text"],"thesis:degree_discipline":["Educ Policy, Orgzn & Leadrshp"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Ph.D."],"thesis:institution_name":["University of Illinois at Urbana-Champaign"]},"updated_at":"2026-07-22T22:24:57Z"}