Dissertation/Thesis Abstract

Exploring early childhood classroom teachers’ experiences with administrative support in the implementation of the DRDP as an authentic assessment tool
by Krause, Judith Anne, Ed.D., University of La Verne, 2016, 187; 10134252
Abstract (Summary)

Purpose. The purpose of the qualitative study was to explore early childhood classroom teachers’ experiences with administrative support in the implementation of the Desired Results Developmental Profile (DRDP) as an authentic assessment tool.

Methodology. The participants included 10 Head Start and 10 State Preschool teachers implementing the DRDP. The researcher conducted and transcribed one-on-one participant interviews. The questions were pilot tested, and a member check was conducted. An inductive analysis approach, which included both the researcher and a second rater independently examining the data, was employed to identify common themes.

Findings. Results reflected the participants’ experiences regarding administrative support provided in DRDP implementation. The findings revealed 6 themes relevant to the research questions: (a) reflecting on DRDP results is challenging due to time constraints, (b) time off the floor with children aids in reflecting on DRDP results, (c) the Center for Child and Family Studies at WestEd (WestEd) DRDP training is encouraged, (d) the WestEd website is helpful in implementing the DRDP, (e) program-specific DRDP resources are provided, and (f) time is a valuable resource to aid in DRDP implementation.

Conclusions. The study’s results indicated that administrative support is important in DRDP implementation. A major finding of this study exposed the need for time off the floor with children for both reflection on DRDP results and the completion of the required paperwork. The data from the study will aid early childhood administrators in future planning.

Recommendations. The researcher recommends additional early childhood program types be studied. Additional recommendations for further research include a quantitative study on the same topic. The researcher further recommends that support regarding authentic assessment tools other than the DRDP be explored.

Indexing (document details)
Advisor: Poling, Barbara
Commitee: Giaimo-Ballard, Cindy, Hogg, Nancy
School: University of La Verne
Department: College of Education and Organizational Leadership
School Location: United States -- California
Source: DAI-A 77/12(E), Dissertation Abstracts International
Subjects: Educational tests & measurements, Early childhood education
Keywords: Authenic assessment, Desired results developmental profile, Early childhood education, Educational tests and measurements, Professional development, Reflective practice
Publication Number: 10134252
ISBN: 978-1-339-92746-6
Copyright © 2020 ProQuest LLC. All rights reserved. Terms and Conditions Privacy Policy Cookie Policy