This evaluation assessed the Curving Cliffs Program (a pseudonym) and how well it reflected the framework for Effective Everyday Practice Supporting School Readiness for All Children
in the domain of pre-literacy. The program was a national school readiness program that was designed to provide services in the form of education, nutrition, and health to low-income
families, children, and prenatal women. Families were required to meet Federal Poverty Levels to qualify for the program. This program was important because it provided skill development and
interventions for children who may be at risk for learning and skill development in later years. The program's central office was located in the southeastern region and served three counties.
All six centers were designed to offer children opportunities to learn and to aid in skill development. Centers were designed to provide children with structured environments that promote
pre-literacy development. The purpose of this study was to explore pre-literacy practices in Curving Cliffs and assess their alignment with best practices necessary for school readiness.
Specifically, six centers were explored to ascertain pre-literacy practices that were used to promote school readiness in the domain of pre-literacy. Data were collected using document
reviews, observational data, and semi-structured interviews. Center directors and the Education Coordinator were interviewed to collect data to better understand pre-literacy practices that
were used to prepare children for kindergarten. The study documented key information pertaining to practices used in all six centers to promote pre-literacy. Respondents explained activities
that were used at their centers to promote pre-literacy, curriculum used to promote pre-literacy, as well as how environments were structured, tools used to analyze pre-literacy development,
and challenges with promoting pre-literacy. The findings showed that program practices aligned with the framework for Effective Everyday Practice Supporting School Readiness for All Children
promoted by the federal government and developed by a consortia of research universities. However, the study also indicated that there were some variations in pre-literacy practices and
resources across the centers. / A Dissertation submitted to the Department of Educational Leadership and Policy Studies in partial fulfillment of the requirements for the degree of Doctor of
Education. / Fall Semester, 2014. / June 25, 2104. / Early Head Start, Head Start, practices, pre-literacy / Includes bibliographical references. / Carolyn Herrington, Professor Directing Dissertation; Peter Easton, Committee Member; Linda Schrader, Committee Member; Patrice Iatarola, Committee
Member.
| Identifer | oai:union.ndltd.org:fsu.edu/oai:fsu.digital.flvc.org:fsu_252863 |
| Contributors | Martin, Samanthia D. (authoraut), Herrington, Carolyn D. (professor directing dissertation), Rice, Diana Claries, 1949- (university representative), Easton, Peter B. (committee member), Schrader, Linda Bethe (committee member), Iatarola, Patrice (committee member), Florida State University (degree granting institution), College of Education (degree granting college), Department of Educational Leadership and Policy Studies (degree granting department) |
| Publisher | Florida State University, Florida State University |
| Source Sets | Florida State University |
| Language | English, English |
| Detected Language | English |
| Type | Text, text |
| Format | 1 online resource (96 pages), computer, application/pdf |
| Rights | This Item is protected by copyright and/or related rights. You are free to use this Item in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you need to obtain permission from the rights-holder(s). The copyright in theses and dissertations completed at Florida State University is held by the students who author them. |
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