Early childhood programs and the Arizona public schools: Promises and practices.

Persistent Link:
http://hdl.handle.net/10150/187111
Title:
Early childhood programs and the Arizona public schools: Promises and practices.
Author:
Desjean-Perrotta, Blanche.
Issue Date:
1995
Publisher:
The University of Arizona.
Rights:
Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
Abstract:
This study explored the public school system in the state of Arizona as a provider of programs for young children. It specifically addressed the quality of preschool at-risk programs administered by the State Department of Education and compared practices to the promises set forth in the Guidelines for Comprehensive Early Childhood Programs as reported by the Early Childhood Advisory Council to the Arizona State Board of Education (1990). The study examined program quality of twelve preschool programs through the lens of the standards for developmentally appropriate early childhood experiences as outlined in the Guidelines, Section 2, titled "Preschool Program Operation." The study consisted of in-depth case studies designed to provide a picture of the essence of what life is like in a preschool program through the eyes of the child. Three basic instruments were used for data collection on site visits: (1) observations, (2) questionnaires, and (3) recorded interviews. Classroom observations were guided by two previously developed and validated instruments: a Shadow Study Observation Form (SSOF) designed by Lounsbury and Clark (1990) for a national shadow study of middle school students, and the Early Childhood Environment Rating Scale (ECERS) developed by Thelma Harms and Richard Clifford (1980) at the Frank Porter Graham Child Development Center at the University of North Carolina at Chapel Hill. These two instruments complemented each other and provided an extensive description of an early childhood program in operation. The second component of data consisted of a survey of directors and teachers designed to obtain information about directors' and teachers' knowledge, attitudes, and beliefs about preschool education and basic demographic information. The third instrument was a set of interview protocols for program directors and teachers. Collectively, the data offered a comprehensive profile of the nature of the state-administered preschool programs in practice as experienced by the child. It also provided an agenda of recommendations for those concerned with quality early childhood public school programs in the state of Arizona.
Type:
text; Dissertation-Reproduction (electronic)
Degree Name:
Ed.D.
Degree Level:
doctoral
Degree Program:
Teaching and Teacher Education; Graduate College
Degree Grantor:
University of Arizona
Committee Chair:
Clark, Donald

Full metadata record

DC FieldValue Language
dc.language.isoenen_US
dc.titleEarly childhood programs and the Arizona public schools: Promises and practices.en_US
dc.creatorDesjean-Perrotta, Blanche.en_US
dc.contributor.authorDesjean-Perrotta, Blanche.en_US
dc.date.issued1995en_US
dc.publisherThe University of Arizona.en_US
dc.rightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.en_US
dc.description.abstractThis study explored the public school system in the state of Arizona as a provider of programs for young children. It specifically addressed the quality of preschool at-risk programs administered by the State Department of Education and compared practices to the promises set forth in the Guidelines for Comprehensive Early Childhood Programs as reported by the Early Childhood Advisory Council to the Arizona State Board of Education (1990). The study examined program quality of twelve preschool programs through the lens of the standards for developmentally appropriate early childhood experiences as outlined in the Guidelines, Section 2, titled "Preschool Program Operation." The study consisted of in-depth case studies designed to provide a picture of the essence of what life is like in a preschool program through the eyes of the child. Three basic instruments were used for data collection on site visits: (1) observations, (2) questionnaires, and (3) recorded interviews. Classroom observations were guided by two previously developed and validated instruments: a Shadow Study Observation Form (SSOF) designed by Lounsbury and Clark (1990) for a national shadow study of middle school students, and the Early Childhood Environment Rating Scale (ECERS) developed by Thelma Harms and Richard Clifford (1980) at the Frank Porter Graham Child Development Center at the University of North Carolina at Chapel Hill. These two instruments complemented each other and provided an extensive description of an early childhood program in operation. The second component of data consisted of a survey of directors and teachers designed to obtain information about directors' and teachers' knowledge, attitudes, and beliefs about preschool education and basic demographic information. The third instrument was a set of interview protocols for program directors and teachers. Collectively, the data offered a comprehensive profile of the nature of the state-administered preschool programs in practice as experienced by the child. It also provided an agenda of recommendations for those concerned with quality early childhood public school programs in the state of Arizona.en_US
dc.typetexten_US
dc.typeDissertation-Reproduction (electronic)en_US
thesis.degree.nameEd.D.en_US
thesis.degree.leveldoctoralen_US
thesis.degree.disciplineTeaching and Teacher Educationen_US
thesis.degree.disciplineGraduate Collegeen_US
thesis.degree.grantorUniversity of Arizonaen_US
dc.contributor.chairClark, Donalden_US
dc.contributor.committeememberPaul, Aliceen_US
dc.contributor.committeememberMcCorkle, Mary Belleen_US
dc.identifier.proquest9531130en_US
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