A qualitative study on prekindergarten teacher perceptions of the high/scope curriculum and its impact on the academic performance of prekindergarten students in a Georgia public school system, 2007

Johnson, Lynette M.

2007-05-01

2000-2009

The purpose of this study was to determine prekindergarten teacher perceptions of the High/Scope curriculum and its impact on the academic performance of prekindergarten students in a Georgia Public School System. The study examined the perceptions of pre-kindergarten teacher's who had received High/Scope curriculum training and teach using the High/Scope curriculum in their prekindergarten classrooms. The study was designed to assess the extent to which these educators' perceptions correlated and differed on the specific impact the High/Scope curriculum has on preparing pre-kindergarten students with kindergarten readiness skills. The findings, which were based on document analysis, semi-structured interviews, and teacher classroom observations, showed that there is a relationship between teacher perceptions of High/Scope, teacher training in High/Scope, teacher interpretation of High/Scope, and teacher implementation of the High/Scope curriculum. The conclusions drawn from the findings suggest that pre-kindergarten teachers' perceptions of High/Scope are primarily based on their High/Scope training experience, interpretation of High/Scope, and academic standards of students. Moreover, this research informed school administrators, project direclors, assistant superintendents, and superintendents of the impact of using prekindergartcn teachers' perceptions as criteria in their curriculum adoption process to improve student academic performance in prekindergarten.

text

application/pdf

dissertation

Education Specialist (EdS)

Clark Atlanta University

Department of Educational Leadership

Ajo, Amos A.

Clark Atlanta University

Georgia--Atlanta

http://hdl.handle.net/20.500.12322/cau.td:2007_johnson_lynette_m

https://rightsstatements.org/page/InC-EDU/1.0/