This qualitative exploratory study examined community-based preschool and public school kindergarten teachers' reports regarding vertical curriculum alignment employing an organizational culture framework developed by Schein (2004). The organizational culture can be analyzed through group reports of artifacts, espoused beliefs and values, and underlying assumptions. Study participants included suburban community-based preschool and public school kindergarten teachers. Surveys, interviews and focus groups were conducted as data collection strategies. The findings revealed that community-based preschool and public school kindergarten teachers consistently reported that the significant factors involved in vertical curriculum alignment were child assessment, developmental curriculum and the need for increased communication between the two cultures.
Shared documentation of child development, assessments and increased professional development opportunities would benefit the practices of both teacher groups by providing a more seamless curriculum. Increased linkages between community-based preschools and public school kindergartens would aid in student transitions and more effectively scaffold the learning needs of young children with diverse developmental needs. Future qualitative and quantitative research is necessary to examine vertical curriculum alignment across a wider range of preschool and kindergarten programs.
|Advisor:||Case, Karen I.|
|Commitee:||Abodeeb-Gentile, Theresa, D'Annolfo, Suzanne, Frederick Torres, Alice|
|School:||University of Hartford|
|School Location:||United States -- Connecticut|
|Source:||DAI-A 70/05, Dissertation Abstracts International|
|Subjects:||School administration, Early childhood education, Curriculum development|
|Keywords:||Alignment, Community-based, Culture, Curriculum, Kindergarten, Organizational culture, Preschool, Teachers|
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