Dissertation
The preparedness of African American early childhood administrators to build quality preschool programs
Doctor of Education (Ed.D.), Drexel University
Jun 2015
DOI:
https://doi.org/10.17918/etd-6633
Abstract
California early childhood administrators are faced with increased accountability to ensure preschool children are prepared to enter school ready to succeed. This comes in the wake of the 2001 No Child Left Behind Act and Obama's 2011 Race to the Top Early Learning initiative to improve the quality of preschool programs for its youngest learners and consequently narrow the persistent school readiness gap. The researcher employed a phenomenological research design to better understand early childhood administrators' experiences, perceptions, attitudes, and beliefs about their professional preparedness to lead and manage high-quality preschool programs. Furthermore, the researcher investigated the interplay among early childhood administrators' role as gatekeeper to quality preschool programming, the social and political influence of early childhood reform, and the structural inequality of professional development opportunities for African American early childhood administrators contextualized by the critical race theory. By doing so, the researcher was curious to discover the professional development pathway for its early care and education program leaders. Three research questions guided the study: What do African American early childhood administrators experience when transitioning from teacher to administrator?, How do African American early childhood administrators describe their professional preparedness to lead and manage high-quality preschool programs?, and What are African American early childhood administrators' perceptions about their competency to lead and manage high-quality preschool programs? The research methodology resulted in five emerging themes and 14 subthemes. The themes are Role of Senior Management and Funders, Transition from Teacher to Early Childhood Administrator, Role of Early Childhood Administrators, Professional Development Experiences, and African American Early Childhood Administrators' Perceptions and Experiences. The study revealed African American early childhood administrators are impacted by a number of complex and challenging factors and experiences. It is recommended these challenges be addressed by developing specialized training and education targeted for this segment of the early childhood workforce coupled with culturally relevant policies and practices.
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Details
- Title
- The preparedness of African American early childhood administrators to build quality preschool programs
- Creators
- LaWanda O. Wesley - DU
- Contributors
- W. Edward Bureau (Advisor) - Drexel University (1970-)
- Awarding Institution
- Drexel University
- Degree Awarded
- Doctor of Education (Ed.D.)
- Publisher
- Drexel University; Philadelphia, Pennsylvania
- Number of pages
- xi, 169 pages
- Resource Type
- Dissertation
- Language
- English
- Academic Unit
- School of Education (1997-2026); Drexel University
- Other Identifier
- 6633; 991014632438004721