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ERIC Number: EJ1051950
Record Type: Journal
Publication Date: 2015
Pages: 19
Abstractor: As Provided
ISSN: ISSN-1066-5684
The Impact of Structural Barriers and Facilitators on Early Childhood Literacy Programs in Elementary Charter Schools
Ross, Denise; Pinder, Glen; Coles-White, D'Jaris
Equity & Excellence in Education, v48 n1 p118-136 2015
Elementary charter schools increasingly serve students who are at-risk for reading challenges, giving them a critical role in establishing literacy for young children. This article examines the complexities of starting early childhood literacy programs in charter schools. Specifically, the first year of K-3 literacy programs in a new and a turnaround charter elementary school is described. Structural factors that served as facilitators and barriers to the implementation of each program are discussed. Findings suggest that teacher efficacy and organizational autonomy facilitated the development of each school's literacy programs while student mobility served as a barrier. The recommendation that charter schools prepare for "start-up" effects before planning early childhood literacy programs is made.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education; Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New York
Grant or Contract Numbers: N/A