Date of Award
2004
Document Type
Dissertation
Degree Name
Doctor of Education
Department
Fischler School of Education and Human Services
Advisor
Janice Rashid
Committee Member
Maryellen Maher
Keywords
appropriateness, attitudes, awareness, cost, early childhood, early childhood practitioners, education, educational backgrounds, enrollment, enrollment improvement, inservice teacher education, journal, needs assessment, nonparticipation, professional continuing education, professional development, professional development programs, professional education, professional training, program quality, program relevancy, recommendations, staff development, survey research, teacher attrition, teacher improvement, teacher turnover, teachers, training, training models
Abstract
Teachers’ educational backgrounds and professional development are positive predictors of program quality while teacher turnover is a negative predictor of program quality. Recent research suggests a significant link between teacher turnover and opportunities for professional development. The supposition is that, if the early childhood field could increase the quality of professional development training, then the level of teacher turnover could be reduced. Therefore, nonparticipation in professional development training opportunities is a critical issue in the early childhood industry.
This research study examined why early childhood practitioners are not enrolling in the professional development program opportunity that was published in a national, well respected journal. This study examined several issues that may be causing practitioners not to enroll in the magazine’s program. Some of these issues included program relevancy, cost, appropriateness, training model and awareness.
The purpose of this three-phase study was to increase enrollment in the journal’s professional development program. The first phase was conducting a survey to determine early childhood practitioners’ needs and attitudes toward professional development. Based on the gathered information, enrollment improvement initiatives were designed, which constituted the second phase of the study. The last phase of the study was to engage these improvement initiatives. As a result of these initiatives, enrollment in the program was increased. Implications and recommendations for nascent training programs are discussed.