Date of Award
2004
Document Type
Dissertation
Degree Name
Doctor of Education
Department
Fischler Graduate School of Education and Human Services
Advisor
Natalie A. Fulwider
Committee Member
Maryellen Maher
Keywords
child care quality, collaboration, curriculum standards, early care and education, early childhood education, early childhood program standards, in-service professional development, peer observation, pre-k standards, preschool children, preschool education, professional development, professional training, reflective teaching, student needs, teacher development, teacher improvement, teaching practices
Abstract
This applied dissertation was designed to improve teaching practices in the field of early care and education through an in-service professional development model. Teachers rarely changed practice or implemented new teaching methods following traditional professional trainings or workshops. Current training methods did not reflect teachers’ classroom needs or student needs. Teachers did not know how to incorporate pre-k standards into their existing curriculum themes or lesson plans. Teachers were dissatisfied with current professional development offerings and felt that the present system lacked a means for improving individual professional growth and skill development.
The writer created a system of professional development to improve the training and development of early childhood staff by utilizing state pre-school curriculum standards as a focus for change and improvement of teaching practices. The writer introduced a model of professional development to address the needs of teachers and students. This model incorporated pre-k standards into existing curriculum themes. The model also provided an alternative means for achieving mandated professional development hours in an in-service, non-traditional training format. Topics for training focused on the incorporation of Early Childhood Program Standards. The model also fostered collaboration among teachers through peer observations and feedback. The model provided quality training that aligned with student development and teacher development, with training that focused on teacher’s direct work with students, and improvement of teaching practices.
An analysis of the data revealed that all of the projected outcomes of this applied dissertation were met. Teachers’ responses reveal satisfaction with obtaining professional development hours in an in-service training format. This format provided teachers with a focus that directly aligned with their teaching methods and student’s needs. Teacher’s involvement in the study provided opportunities for collaboration and peer observation. Teachers were able to focus on one topic throughout the study, building on an individual teacher’s skill development and knowledge, in a familiar and cohesive environment.