Current research indicates there is a correlation between participating in an early childhood program and a student’s performance on future standardized measures, including the challenge of using early learning standards (Feldman, 2010). This research study focused on state initiatives, and student participation in an early childhood preschool model centered on the use of universal curriculum and assessment designed to measure student outcomes aligned to learning targets, outlined in state preschool curriculum standards. Research shows learning decreases for students who have not participated in an early childhood program, while those who have participated in some kind of early childhood program show progress (Heckman, 2011). Young children come to school with varying degrees of experiences, which may or may not enhance their learning. Educators are responsible for providing positive experiences and provide academic activities to develop academic awareness, social/emotional skills, in addition to displaying appropriate behavioral skills. Participation in preschool should also build a student’s level of independence and competency skills. This research study examined state initiatives and curriculum materials, and assessment tools related to the importance of early childhood education programming and teacher practices, and the impact of universal curriculum and assessment implemented in the classroom during the school year. In addition, it further explored teacher perspectives on educational programming, Louisiana’s early childhood initiatives, and the use of universal curriculum and assessment in their classroom.
|Advisor:||Olivier, Dianne F.|
|Commitee:||Campbell, Kathleen, Roberts, Nathan M.|
|School:||University of Louisiana at Lafayette|
|School Location:||United States -- Louisiana|
|Source:||DAI-A 78/04(E), Dissertation Abstracts International|
|Subjects:||Educational tests & measurements|
|Keywords:||Early childhood programs, Preschool, Universal curriculum|
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