The purpose of this research was to study what contributes to successful implementation of Great Start Readiness Preschool’s (GSRP) Creative Curriculum early literacy program for students who meet the eligibility criteria for enrollment in a metropolitan county in southeast Michigan. With the growing emphasis on kindergarten through 12th grade literacy and the increasing investment in preschool programs, there is mounting pressure on early childhood programs to prepare students adequately. In Michigan, policymakers have embedded early literacy requirements in the form of the Read by Grade Three Law, the Top 10 in 10 initiative, and state reporting to meet the Every Student Succeeds Act. This qualitative phenomenological study was conducted in four local school district sites in southeast Michigan hosting GSRP programs. The county ISD determined the site selection based on the third grade M-STEP results, implementation of the Creative Curriculum early literacy program, and longevity of staff in the program.
This study explored the perceptions of early childhood specialists, lead teachers, and teaching assistants in a focus group venue using the Michigan Department of Education’s Program Evaluation Tool (PET) for school improvement. The five research questions examined GSRP’s Creative Curriculum program implementation and the important elements that contribute to the district’s success: (a) Readiness—How does the organization prepare for successful implementation? (b) Knowledge and Skills—What knowledge and skills contribute to the success of the program? (c) Opportunities—What are the opportunities that contribute to the program success? (d) Implementation with Fidelity—How does the organization successfully monitor the implementation of Creative Curriculum for fidelity? (e) Impact—What elements of the programs, strategies, or initiatives have provided the most impact or success? Data was collected through open-ended focus group interviews and analyzed using the PET framework.
Multiple themes emerged from this study and focused on planning and collaboration, professional development, active engagement, literacy supports, and instructional implications. Paramount among the themes was the clear and concise structure of the program. The potential impact of this study on implementation efforts include utilization of the PET, understanding the key elements that impact successful outcomes, and acknowledging the insights from practitioners implementing successful GSRP programs in Southeast Michigan.
|Commitee:||Anderson, David, Lewis-White, Linda, Saunders, Theresa|
|Department:||School of Leadership and Development|
|School Location:||United States -- Pennsylvania|
|Source:||DAI-A 81/10(E), Dissertation Abstracts International|
|Subjects:||Early childhood education, Educational evaluation, Educational leadership|
|Keywords:||Case study program evaluation, Creative curriculum, Early literacy, Educator perceptions, GSRP, Success factors|
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