This quantitative and qualitative case study examined the educators' perceptions of both the goals and unique aspects of the foundations for success (FFS) curriculum model. Specifically, this study was designed to explain the experiences of 55 early childhood educators and administrators who all had similar exposure to the FFS curriculum model. This study sought to understand the educators' perceptions of the specific goals of using pertinent curriculum and instruction terminology and the parallel process of content language, connecting the importance of developmentally appropriate practices (DAP) and learning standards and readiness for kindergarten. In the same way, the perceptions of the unique aspects of the value based curriculum, the use of reflective supervision and the use of design thinking were gathered and interpreted. This study looked closely into program successes, challenges and future implications of the FFS curriculum model. This study also considered the extent to which future implementations of the model could change the current interdependent relationship between early childhood education and the primary grades. The researcher analyzed the perceptions, utilizing the Likert-value survey instrument responses, the open-ended survey responses, along with the focus group responses to triangulate the findings. Common themes shared across all data collection were evaluated and described. The most apparent themes derived from the findings included the following: the importance of relationships; the importance of accountability and the role language plays; the necessity of the consideration of children's interest for optimal development; and the recognition of intentional planning, revisiting and reflection to the process of the FFS curriculum model. Overall, the FFS curriculum model was determined to be a curriculum model that takes educators on a continuous journey of thinking and learning. Evidence was gathered for the FFS curriculum model that implicated the possibility for replication of the model in other schools, as well as further research using the model to measure student success.
| Identifer | oai:union.ndltd.org:unt.edu/info:ark/67531/metadc1062817 |
| Date | 12 1900 |
| Creators | Jackey, Lisa |
| Contributors | Laney, James D., Castro, Dina C., Reinke, Stephanie, Moore, Lin |
| Publisher | University of North Texas |
| Source Sets | University of North Texas |
| Language | English |
| Detected Language | English |
| Type | Thesis or Dissertation |
| Format | vii, 191 pages, Text |
| Coverage | United States - Texas |
| Rights | Public, Jackey, Lisa, Copyright, Copyright is held by the author, unless otherwise noted. All rights Reserved. |
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