ERIC Number: ED451964
Record Type: Non-Journal
Publication Date: 2001-Mar
Reference Count: N/A
Preschool Teacher Survey, 1999-2000: A Report of the Detroit Public Schools.
Washington, Joyce A.
The Preschool Teacher Survey was designed to gather information on the experience of preschool teachers in the Detroit Public Schools (DPS) and their perceptions of program effectiveness regarding student cognitive development, school readiness, parent involvement, and stability of classroom enrollment. The 12-item survey was distributed, completed, and collected at a citywide inservice training meeting in June 2000. All 122 teachers in attendance completed the survey. Survey response data analysis reflected the following findings: (1) most teachers (66.1 percent) reported five or more years in their current assignment; (2) most teachers (52.1 percent) reported having an enrollment waiting list at the beginning of the school year; (3) respondents perceived constancy in classroom enrollment over the past several school years; (4) most did not report enrollment decreases during several previous years; (5) most strongly agreed (56.6 percent) or agreed (27.4 percent) that parents should be offered a choice of preschool hours better suited to their schedules; (6) most respondents strongly agreed (44.1 percent) or agreed (36 percent) that adding more fun activities, such as field trips, would enhance the current program; (7) most respondents strongly agreed (71.1 percent) or agreed (26.3 percent) that advertising the program would increase parental and community awareness of DPS preschools; and (8) many respondent comments and suggestions reflected the need for more full- and extended-day programs, increased parental involvement, and compulsory student attendance. (Appended are data summaries, comments and suggestions, and list of participating schools.) (KB)
Publication Type: Numerical/Quantitative Data; Reports - Research; Tests/Questionnaires
Education Level: N/A
Authoring Institution: Detroit Public Schools, MI. Office of Research, Evaluation, and Assessment.