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Teacher reports on vertical curricul...

Horan, Diane M.

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

Record Type:	Electronic resources : Monograph/item
Title/Author:	Teacher reports on vertical curriculum alignment reflecting the organizational culture of community -based preschool and public school kindergarten programs./
Author:	Horan, Diane M.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2009,
Description:	161 p.
Notes:	Source: Dissertations Abstracts International, Volume: 71-01, Section: A.
Contained By:	Dissertations Abstracts International71-01A.
Subject:	School administration. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3355170
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. - Ann Arbor : ProQuest Dissertations & Theses, 2009 - 161 p.

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

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

This item must not be sold to any third party vendors.

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.

ISBN: 9781109134575Subjects--Topical Terms:

3172164
School administration.
Subjects--Index Terms:

Alignment

Teacher reports on vertical curriculum alignment reflecting the organizational culture of community -based preschool and public school kindergarten programs.
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100 1 $a Horan, Diane M. $3 3766118
245 1 0 $a Teacher reports on vertical curriculum alignment reflecting the organizational culture of community -based preschool and public school kindergarten programs.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2009
300 $a 161 p.
500 $a Source: Dissertations Abstracts International, Volume: 71-01, Section: A.
500 $a Publisher info.: Dissertation/Thesis.
500 $a Advisor: Case, Karen I.
502 $a Thesis (Ed.D.)--University of Hartford, 2009.
506 $a This item must not be sold to any third party vendors.
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.
590 $a School code: 0474.
650 4 $a School administration. $3 3172164
650 4 $a Early childhood education. $3 518817
650 4 $a Curriculum development. $3 684418
650 4 $a Educational administration. $3 2122799
653 $a Alignment
653 $a Community-based
653 $a Culture
653 $a Curriculum
653 $a Kindergarten
653 $a Organizational culture
653 $a Preschool
653 $a Teachers
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690 $a 0518
690 $a 0727
710 2 $a University of Hartford. $b Educational Leadership. $3 1021867
773 0 $t Dissertations Abstracts International $g 71-01A.
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791 $a Ed.D.
792 $a 2009
793 $a English
856 4 0 $u https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3355170