The purpose of this study was to describe the assumptions, beliefs, perceptions, practices, and visions that P-3 leaders from disparate settings hold in regard to system alignment as a means to identify effective bridges for P-3 programs in California. The researcher employed qualitative methods, including field notes, semi-structured interviews, and document review, to explore four administrator pairs' knowledge, dispositions, and actions related to P-3 leadership at their respective sites. Four themes emerged from the data: (a) Response to California's P-16 Initiative, (b) Support for P-3 Collaborations, (c) Impact of P-3 Alignment, and (d) Barriers to P-3 Alignment. The findings from this study indicated that administrator pairs perceived preschool as necessary for closing the readiness gap. The findings also suggested that P-3 leadership is an organic, nonlinear process that each administrator must navigate within his or her district's bounded system. A notable finding was that, unless principals receive support from the district administration for P-3 alignment, it will most likely not be realized.
The perceptions of these leaders also inform educational administration theory and the practice of P-3 alignment. Based on their perceptions, implications for policy and practice as well as recommendations for future research were provided.
|School:||California State University, Fullerton|
|School Location:||United States -- California|
|Source:||DAI-A 71/06, Dissertation Abstracts International|
|Subjects:||Educational leadership, Early childhood education, Elementary education|
|Keywords:||Articulation, Collaboration, Early elementary leadership, Elementary principal, P-3 alignment, Preschool leadership|
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