Professional development of early childhood teachers is a topic with tangible meaning for children birth through five and their families who are served through early care and education services. This study was conducted to assess the availability and accessibility of formal professional development programs that offer college credit and to identify strengths and weaknesses in faculty dynamics, the provision of curricula, and articulation of credit among institutions of higher education in Florida. The education of early childhood teachers has been identified in previous research as having positive effects on child outcomes, particularly for children who are from low-income families. Research on professional development was necessary to determine if quality educational opportunities are available and accessible for early childhood teachers seeking higher education. Research included examination of formal systems of early childhood education. Faculty representatives from 34 of 38 institutions of higher education in Florida that offer early childhood or child development degrees comprised the sample members for assessment. This was accomplished through replication of research, first conducted by Early and Winton (2001) with a national sample. The purpose of the current research was to provide accurate baseline data about the number of programs in Florida offering early childhood degrees, the characteristics of faculty in those programs and the kinds of coursework and practica experiences provided to students; and to describe the challenges faced by faculty members in meeting the professional development needs of the early childhood workforce. Findings included descriptive information on curricular content and coverage for early childhood or child development programs in Florida, comparisons of 2-year versus 4-year programs, and comparisons to findings in the national sample. Results are presented in terms of the early childhood student and implications for accessibility, availability, and comprehensibility of the early childhood or child development programs within Florida IHEs. / A Dissertation submitted to the Department of Family and Child Sciences in partial fulfillment of the requirements for the degree of Doctor of
Philosophy. / Fall Semester, 2004. / November 1, 2004. / Child Development, Early Childhood Education, Professional Development, Teacher Preparation / Includes bibliographical references. / Ann K. Mullis, Professor Directing Dissertation; Sande D. Milton, Outside Committee Member; Ronald L. Mullis, Committee Member; Christine A. Readdick, Committee Member.
| Identifer | oai:union.ndltd.org:fsu.edu/oai:fsu.digital.flvc.org:fsu_181995 |
| Contributors | Birken, Brittany Olivieri (authoraut), Mullis, Ann K. (professor directing dissertation), Milton, Sande D. (outside committee member), Mullis, Ronald L. (committee member), Readdick, Christine A. (committee member), Department of Family and Child Sciences (degree granting department), Florida State University (degree granting institution) |
| 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, 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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