A Case Study of Pre-School Teachers' Perceptions Aligning Early Learning Content Standards to Existing Pre-K Programming and Instruction

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Autor/in	Head, Kathleen A.
Titel	A Case Study of Pre-School Teachers' Perceptions Aligning Early Learning Content Standards to Existing Pre-K Programming and Instruction
Quelle	(2010), (127 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Northcentral University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-1241-3334-8
Schlagwörter	Hochschulschrift; Dissertation; Observation; Program Effectiveness; Data Analysis; Preschool Teachers; Social Studies; Teaching Methods; Lesson Plans; Case Studies; Teacher Attitudes; Alignment (Education); Academic Standards; Preschool Children; Interviews; Questionnaires; Evaluation Methods; Time Management; Curriculum Implementation; Teacher Education; Educational Policy; Ohio + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Beobachtung; Auswertung; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Gemeinschaftskunde; Teaching method; Lehrmethode; Unterrichtsmethode; Lesson planning; Unterrichtsplanung; Case study; Fallstudie; Case Study; Lehrerverhalten; Pre-school age; Preschool age; Child; Children; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Interviewing; Interviewtechnik; Fragebogen; Zeitmanagement; Lehrerausbildung; Lehrerbildung; Politics of education; Bildungspolitik
Abstract	The Ohio Department of Education created Early Learning Content Standards in 2004 for children aged three to five grounded in research in the content areas of math, science, social studies and English/Language Arts. This mixed method study was designed to examine the perceptions of preschool teachers as they aligned the early learning content standards with existing pre-k programs and instruction. Quantitative data were collected using a questionnaire created by the researcher and the qualitative data were collected utilizing interview protocol and field notes from direct observations of the classroom. The qualitative and quantitative analysis included thirteen preschool teachers in northeast Ohio who were selected through convenience and purposeful sampling. The key research studied was the perceptions preschool teachers had aligning the early content standards with preexisting programs and instruction. In addition, the research examined assessment methods that were conducted to assure standards were being met. Descriptive statistical methods (percentages) were used for quantitative data analysis, and qualitative methods (transcribing and coding interviews and field notes from direct observation of the classrooms) were used for qualitative data analysis. Quantitative results indicated that 75% of preschool teachers employed commercially prepared curriculum with the early learning content standards aligned. The qualitative results indicated that (a) assessment tools accompanied the curricula, (b) recent teacher education graduates were more familiar with the standards and how to align them than those who graduated from college prior to the development of the standards, (c) the existence of time constraints to align lesson plans, learning centers and materials with the standards and (d) direct observation of the classrooms denoted the lack of social studies content in lesson plans, learning centers and materials which was consistent with the verbal statements provided by the teachers during the interview process. Future research is needed to examine how assessments are being utilized to benefit children and how preschools that are not receiving federal or state funds can provide professional development opportunities for teaching staff. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10