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Teacher reports on vertical curriculum alignment reflecting the organizational culture of community -based preschool and public school kindergarten programs.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	Teacher reports on vertical curriculum alignment reflecting the organizational culture of community -based preschool and public school kindergarten programs./
作者:	Horan, Diane M.
面頁冊數:	1 online resource (161 pages)
附註:	Source: Dissertations Abstracts International, Volume: 71-01, Section: A.
Contained By:	Dissertations Abstracts International71-01A.
標題:	Educational administration. -
電子資源:	click for full text (PQDT)
ISBN:	9781109134575

Teacher reports on vertical curriculum alignment reflecting the organizational culture of community -based preschool and public school kindergarten programs.
Horan, Diane M.

Teacher reports on vertical curriculum alignment reflecting the organizational culture of community -based preschool and public school kindergarten programs. - 1 online resource (161 pages)

Source: Dissertations Abstracts International, Volume: 71-01, Section: A.

Thesis (Ed.D.)--University of Hartford, 2009.

Includes bibliographical references

This qualitative exploratory study examined community-based preschool and public school kindergarten teachers' reports regarding vertical curriculum alignment employing an organizational culture framework developed by Schein (2004). The organizational culture can be analyzed through group reports of artifacts, espoused beliefs and values, and underlying assumptions. Study participants included suburban community-based preschool and public school kindergarten teachers. Surveys, interviews and focus groups were conducted as data collection strategies. The findings revealed that community-based preschool and public school kindergarten teachers consistently reported that the significant factors involved in vertical curriculum alignment were child assessment, developmental curriculum and the need for increased communication between the two cultures. Shared documentation of child development, assessments and increased professional development opportunities would benefit the practices of both teacher groups by providing a more seamless curriculum. Increased linkages between community-based preschools and public school kindergartens would aid in student transitions and more effectively scaffold the learning needs of young children with diverse developmental needs. Future qualitative and quantitative research is necessary to examine vertical curriculum alignment across a wider range of preschool and kindergarten programs.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9781109134575Subjects--Topical Terms:

1148465
Educational administration.
Subjects--Index Terms:

AlignmentIndex Terms--Genre/Form:

554714
Electronic books.

Teacher reports on vertical curriculum alignment reflecting the organizational culture of community -based preschool and public school kindergarten programs.
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504 $a Includes bibliographical references
520 $a This qualitative exploratory study examined community-based preschool and public school kindergarten teachers' reports regarding vertical curriculum alignment employing an organizational culture framework developed by Schein (2004). The organizational culture can be analyzed through group reports of artifacts, espoused beliefs and values, and underlying assumptions. Study participants included suburban community-based preschool and public school kindergarten teachers. Surveys, interviews and focus groups were conducted as data collection strategies. The findings revealed that community-based preschool and public school kindergarten teachers consistently reported that the significant factors involved in vertical curriculum alignment were child assessment, developmental curriculum and the need for increased communication between the two cultures. Shared documentation of child development, assessments and increased professional development opportunities would benefit the practices of both teacher groups by providing a more seamless curriculum. Increased linkages between community-based preschools and public school kindergartens would aid in student transitions and more effectively scaffold the learning needs of young children with diverse developmental needs. Future qualitative and quantitative research is necessary to examine vertical curriculum alignment across a wider range of preschool and kindergarten programs.
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