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ERIC Number: EJ904202
Record Type: Journal
Publication Date: 2010
Pages: 18
Abstractor: As Provided
Reference Count: 17
ISBN: N/A
ISSN: ISSN-1524-0754ISSN-1930-9325
Sustainability of a Preschool Curriculum: What Encourages Continued Use among Teachers?
Lieber, Joan; Butera, Gretchen; Hanson, Marci; Palmer, Susan; Horn, Eva; Czaja, Carol
NHSA Dialog, v13 n4 p225-242 2010
A growing body of evidence has defined the characteristics of a quality preschool curriculum. However, less is understood about the sustainability of implementation once a preschool curriculum has been adopted. Using a qualitative methodology, we focused on factors associated with preschool teachers' continuing use of a research-based curriculum (Children's School Success; CSS) after an implementation year. Participants were 43 Head Start and prekindergarten teachers who taught children who were at risk for school failure in classrooms in five geographic sites. Of the 43 teachers, 11.6% maintained full use of the CSS curriculum in the follow-up year, 60.4% used portions of the curriculum, and the remainder had discontinued using the curriculum. Teachers in these three groups were differentiated on the basis of (a) curriculum and instructional factors (degree to which teachers liked the CSS content, believed that CSS contributed to children's learning or covered material not in other curricula, previous experience with other curriculum), (b) teachers' autonomy in choosing a curriculum, (c) resource availability, and (d) implementation history (degree to which teachers implemented CSS in the prior year). Findings highlight the complexity of the processes that determine if educational innovations will continue to be used in the preschool classroom. (Contains 5 tables.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Preschool Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A