DOCSLIB.ORG

Examining the Barriers to the Continuing Education of Early Childhood Teacher Assistants Colleen Louise Wright Walden University

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Examining the Barriers to the Continuing Education of Early Childhood Teacher Assistants Colleen Louise Wright Walden University Walden University ScholarWorks Walden Dissertations and Doctoral Studies Walden Dissertations and Doctoral Studies Collection 2017 Examining the Barriers to the Continuing Education of Early Childhood Teacher Assistants Colleen Louise Wright Walden University Follow this and additional works at: https://scholarworks.waldenu.edu/dissertations Part of the Adult and Continuing Education Administration Commons, and the Adult and Continuing Education and Teaching Commons This Dissertation is brought to you for free and open access by the Walden Dissertations and Doctoral Studies Collection at ScholarWorks. It has been accepted for inclusion in Walden Dissertations and Doctoral Studies by an authorized administrator of ScholarWorks. For more information, please contact [email protected]. Walden University COLLEGE OF EDUCATION This is to certify that the doctoral study by Colleen Wright has been found to be complete and satisfactory in all respects, and that any and all revisions required by the review committee have been made. Review Committee Dr. James Crosby, Committee Chairperson, Education Faculty Dr. Emily Green, Committee Member, Education Faculty Dr. Dawn DiMarzo, University Reviewer, Education Faculty Chief Academic Officer Eric Riedel, Ph.D. Walden University 2017 Abstract Examining the Barriers to the Continuing Education of Early Childhood Teacher Assistants by Colleen Louise Wright MA, Rowan University, 2006 BA, Montclair State University, 1997 Doctoral Study Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Education Higher Education and Adult Learning Walden University April 2017 Abstract The Improving Head Start for School Readiness Act of 2007 required teacher assistants (TAs) to obtain their child development associate (CDA) credential by September of 2015. TAs who had not obtained their CDA within the required timeframe were either demoted or terminated from their positions. However, with the increase of working parents, the need for quality early childhood education has risen. In this project study, the barriers TAs confront in regards to their decision to continue their schooling to obtain a CDA credential were examined, as were the factors that deterred or prevented them from enrolling in or completing a higher education program. The purpose of the study was to inform the development of a plan outlining how childcare administration can mentor and encourage TAs in the completion of their CDA program. Knowles’s theory of adult learning and Kolb’s experiential learning theory provided the theoretical basis and framework for this qualitative case study. Cluster random selection was used to identify 9 participants who were interviewed using a semistructured process. Interview responses were recorded, transcribed, and broken down into 6 themes. Findings showed that 7 out of 9 participants experienced barriers to continuing their education, and 8 of the 9 partipants expressed a desire to participate in a mentoring program. Raising the educational requirements and completion rate of TAs positively affects social change through increased quality of instruction, improved teaching strategies, and enhanced and developmentally appropriate support provided to young children. Examining the Barriers to the Continuing Education of Early Childhood Teacher Assistants by Colleen Louise Wright MA, Rowan University, 2007 BA, Montclair State University, 1997 Doctoral Study Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Education Higher Education and Adult Learning Walden University April 2017 Acknowledgments There are many people I would like to thank in helping me complete this major milestone in my life, but I would first like to thank God who gives me strength. Then I would like to thank my family who instilled strong educational values in me. I also want to thank my employer for allowing me the time and opportunity to complete this study. I want to thank my “doctoral sisters” for their support and weekly conference calls that kept me motivated through this process. Last, but certainly not least, I would like to thank my committee, Dr. George McMeen, Dr. James Crosby, and Dr. Emily Green for their supportive commentary and critical review of my written work leading to the completion of my project. Table of Contents Section 1: The Problem ........................................................................................................1 Introduction ....................................................................................................................1 Definition of the Problem ..............................................................................................3 Rationale ........................................................................................................................5 Evidence of the Problem at the Local Level ............................................................5 Evidence of the Problem in the Professional Literature ..........................................7 Definitions......................................................................................................................8 Significance..................................................................................................................11 Guiding/Research Question .........................................................................................12 Review of the Literature ..............................................................................................13 Theoretical Concept ...............................................................................................14 Need for Childcare .................................................................................................16 Benefits of Head Start ............................................................................................17 Teacher Education and Credentials .......................................................................18 Teacher Assistants .................................................................................................20 Barriers to Educational Participation .....................................................................21 Strategies to Combat Barriers ................................................................................21 Summary of Literature Review ....................................................................................23 Saturation of Boolean Terms .......................................................................................23 Implications..................................................................................................................24 Recommendation for Further Research .......................................................................25 Summary ......................................................................................................................25 Section 2: The Methodology ..............................................................................................27 Introduction ..................................................................................................................27 Research Design...........................................................................................................28 Rationale of Research Desging ..............................................................................28 Participants .............................................................................................................29 Participant Demographics ......................................................................................31 Protection of Participant Rights .............................................................................32 Role of the Researcher ...........................................................................................33 Limitations .............................................................................................................33 Data Collection Procedures ..........................................................................................34 Data Analysis ...............................................................................................................34 Evidence of Quality .....................................................................................................36 Discrepent Cases ..........................................................................................................37 Findings........................................................................................................................37 Introduction ............................................................................................................37 Training Hours Theme ...........................................................................................40 Training Completion Theme .................................................................................40 Education Theme ...................................................................................................43 Agency Offered Training Theme ...........................................................................46 Head Start Act Theme ............................................................................................49 Learning Application Theme .................................................................................51 Summary ......................................................................................................................52
Load more

Recommended publications
  • History of Adult and Continuing Education
    History of Adult and Continuing Education The Adult and Continuing Education function has been central to the mission of the college since its founding in 1966. Originally it was one of three major college focal points along with vocational-technical education and student services. The department’s mission is consistent with several of the directives in SF550, the law that created the community college system in Iowa in 1966: Programs for in-service training and retraining of workers; Developmental education for persons academically or personally underprepared to succeed in their program of study; Programs for training, retraining, and preparation for productive employment of all citizens; and Programs for high school completion for students of post-high school age. The 1968 North Central Association Self Study prepared constructive notes as a first step toward regional accreditation on these major functions of the department: Adult and Continuing Education provided educational programs in four areas: adult basic education, adult high school diploma programs, high school equivalency programs, and general adult education. Adult basic education programs developed throughout the area provided instruction to adults with less than an eighth grade education. Adult high school diploma programs provided instruction to adults with a 10th grade education but less than a high school education. Students enrolled in these programs were working toward the completion of a high school program and the receipt of a diploma from an established secondary school within the area. High school equivalency programs provided instruction to students who had completed at least eighth grade, and by completing additional course work, could be granted a high school equivalency certificate by the Iowa State Department of Public Instruction.
    [Show full text]
  • Kindergarten Teacher's Pedagogical Knowledge and Its Relationship with Teaching Experience
    International Journal of Academic Research in Progressive Education and Development Vol. 9 , No. 2, 2020, E-ISSN: 2226-6348 © 2020 HRMARS Kindergarten Teacher’s Pedagogical Knowledge and Its Relationship with Teaching Experience Norzalikah Buyong, Suziyani Mohamed, Noratiqah Mohd Satari, Kamariah Abu Bakar, Faridah Yunus To Link this Article: http://dx.doi.org/10.6007/IJARPED/v9-i2/7832 DOI:10.6007/IJARPED/v9-i2/7832 Received: 13 April 2020, Revised: 16 May 2020, Accepted: 19 June 2020 Published Online: 29 July 2020 In-Text Citation: (Buyong, et al., 2020) To Cite this Article: Buyong, N., Mohamed, S., Satari, N. M., Abu Bakar, K., & Yunus, F. (2020). Kindergarten Teacher’s Pedagogical Knowledge and Its Relationship with Teaching Experience. International Journal of Academic Research in Progressive Education & Development. 9(2), 805-814. Copyright: © 2020 The Author(s) Published by Human Resource Management Academic Research Society (www.hrmars.com) This article is published under the Creative Commons Attribution (CC BY 4.0) license. Anyone may reproduce, distribute, translate and create derivative works of this article (for both commercial and non-commercial purposes), subject to full attribution to the original publication and authors. The full terms of this license may be seen at: http://creativecommons.org/licences/by/4.0/legalcode Vol. 9(2) 2020, Pg. 805 - 814 http://hrmars.com/index.php/pages/detail/IJARPED JOURNAL HOMEPAGE Full Terms & Conditions of access and use can be found at http://hrmars.com/index.php/pages/detail/publication-ethics
    [Show full text]
  • Continuing Education and Training After High School Customer Guide To
    CCustomerustomer GGuideuide ttoo CContinuingontinuing EEducationducation aandnd TTrainingraining AAfterfter High School Introduction to Michigan Rehabilitation Services, Page 2. Eligibility for Michigan Rehabilitation Services, Page 3. Making the Transition, Page 4. Ten Ways Higher Education and Training Differs from High School, Page 5. An Overview of Laws—A Comparison of Rights and Responsibilities . .6 Thinking About Postsecondary Education?—Consider This . .7 Visiting Postsecondary Institutions. .8 Higher Education and Training Options—What Are They? . .9-10 Michigan Career and Technical Institute . .11 MRS Support Services for Continuing Education Leading to Employment. .12 Partnering with MRS—Student Responsibilities. .13 Combining Work Experience and Higher Education . .14 Role of Parents/Caregivers in Student Success . .15 Applying to Postsecondary Institutions . .16 Financial Aid Overview . .17 Disability Support Services (DSS) . .18 Preparing Student Disability Documentation . .19 Accessing Accommodations and Being Proactive about Learning—A Recipe for Success . .20 Student Planning Tools: Accommodations Planning Guide . .21 Study Skills and Learning Strategies Planning Guide . .22 Assistive Technology Guide. .23 Preparation Checklist. .24 Checklist for Success . .25 State of Michigan Student Aid . .26 Additional Resources . .27 Michigan Public College and University Contact Information . 28-30 Client Assistance Program (CAP) . .31 Glossary of Terms . 32-36 2 WELCOME TO Mission: Michigan Rehabilitation Services (MRS) partners with individuals and employers to achieve quality employment outcomes and independence for individuals with disabilities. High school students are often referred to MRS by special education teachers as they transition from secondary education to postsecondary education and employment. When students participate with MRS they are assigned to a rehabilitation counselor who assists them through the rehabilitation process.
    [Show full text]
  • FDPS PRICE DOCUMENT RESUME AC 006 502 Continuing
    DOCUMENT RESUME ED 036 722 AC 006 502 AUTHOR Royce, Marion TITLE Continuing Education for Women in Canada; Trends and Opportunities. Monographs in Adult Education, 4. INSTITUTION Ontario Inst. for Studies in Education, Toronto. Dept. of Adult Education. PUB DATF Sep 69 NCTE 174p. FDPS PRICE EDRS Price MF-$0.75 HC-$8.80 DESCRIPTORS Correspondence Study, Discussion Groups, Educational Television, English (Second Language), Immigrants, Manpower Development, Nursing, *Professional Continuing Education, Public Affairs Education, *Public School Adult Education, Teacher Education, *University Extension, Volunteers, *Womens Education IDENTIFIERS *Canada ABSTRACT This report describes a number of innovative continuing education programs for Canadianwomen under the auspices of universities, local educational authorities, and other organizations. It covers daytime (largely part time)classes at Mount St. Vincent University, the Thomas More Institute, and the Universities of British Columbia, Calgary, Guelph,and Manitoba; offerings by extension departments and continuingeducation centers at McGill, the University of Toronto, and the Universitiesof Alberta, British Columbia, Calgary, Guelphand Manitoba; and activities of the Adult Education Division of theCalgary School Board, including those in cooperation with the Universityof Calgary. It also deals with a public affairs educationprogram in Toronto, training of volunteers by and for the National Councilof Jewish women, discussion groups sponsored by the Young Women's Christian Association, career
    [Show full text]
  • ALE Process Guide (Final)
    Alternative Education Process Guide Division of Elementary and Secondary Education, Alternative Education Unit March 2021 Alternative Education Unit Contact Information Jared Hogue, Director of Alternative Education Arkansas Department of Education Division of Learning Services 1401 West Capitol Avenue, Suite 425 Little Rock, AR 72201 Phone: 501-324-9660 Fax: 501-375-6488 [email protected] C.W. Gardenhire, Ed.D., Program Advisor Arkansas Department of Education Division of Learning Services ASU-Beebe England Center, Room 106 P.O. Box 1000 Beebe, AR 72012 Phone: 501-580-5660 Fax: 501-375-6488 [email protected] Deborah Bales Baysinger, Program Advisor Arkansas Department of Education Division of Learning Services P.O. Box 250 104 School Street Melbourne, AR 72556 Phone: 501-580-2775 Fax: 501-375-6488 [email protected] 2 Introduction The purpose of this document is to supplement the Arkansas Department of Education - Division of Elementary and Secondary Education (DESE) Rules Governing Distribution of Student Special Needs Funding and the Determination of Allowable Expenditures of Those Funds, specifically Section 4.00 Special Needs - Alternative Learning Environment (ALE). Individuals using this document will be guided through particular contexts in the alternative education process. Each context provides a list of sample forms that can be used to satisfy regulatory compliance, a walk-through of those forms, and an overview of the process. Resources are provided where appropriate. For more information, please contact the Division of Elementary and Secondary Education, Alternative Education Unit. Throughout the document, green text boxes containing guidance will offer information and requirements for ALE programming.
    [Show full text]
  • Preschool to Kindergarten IEP Transition
    Preschool to Kindergarten IEP Preschool to Kindergarten IEP Transition OFFICE OF EARLY LEARNING AND SCHOOL READINESS September 2019 Introduction The Office of Early Learning and School Readiness provides technical assistance and resources for our partners working with families, preschool staff and communities to meet the individual needs of preschool children with disabilities. The goal of this manual is to offer information to preschool programs and school districts that are responsible for planning, developing and implementing the individualized education program (IEP) of a child who is leaving preschool to enter kindergarten. This guidance will help the child’s IEP team plan for his or her success, making the transition from preschool to elementary school a positive experience. Please contact the Preschool Special Education team for further assistance at [email protected] or (614) 369-3765. PAGE 2 | Preschool to Kindergarten IEP Transition | September 2019 One Combined, Preschool and Kindergarten IEP or Two Subsequent IEPs: (Preschool then Kindergarten)? First, the IEP team must decide whether it will develop and implement one IEP for the preschool special education student that will transition with the child to kindergarten or develop a preschool IEP and later assemble the school-age IEP team to develop a subsequent school-age IEP for the child’s kindergarten year. The team should consider the advantages and disadvantages of both scenarios and which set-up best meets the needs of the child. The team also must ensure the child’s special education and related services are not interrupted in the preschool to kindergarten transition. Option 1: Combined IEP Developing and implementing a combined IEP may streamline the process for the child transitioning from preschool to kindergarten by reducing the paperwork required and minimizing scheduling difficulties for IEP team members.
    [Show full text]
  • Transitions and Alignment from PRESCHOOL to KINDERGARTEN
    SEP 2018 Transitions and Alignment FROM PRESCHOOL TO KINDERGARTEN BRUCE ATCHISON SARAH POMPELIA SPECIAL REPORT www.ecs.org | @EdCommission 2 Too often government officials Six states reference early transitions in statute; and design programs for children as 14 states, plus the District of Columbia, reference if they lived their lives in silos, them in code. as if each stage of a child’s life were independent of the other, unconnected to what came The early childhood years are recognized before or what lies ahead. as the cornerstone of effective P-20 educational James Heckman1 experience, yet there is a persistent gap in the transition from preschool Policymakers and educators continue to grapple with issues of persistent to kindergarten. achievement gaps in student performance at third grade and beyond. As they do, they look for ways to create a more seamless system of education that is “connected from one stage to the next — reducing the chances that students will be lost along the way or require remedial programs to acquire skills or knowledge they could have learned right from the start.”2 Successful transitions from preschool to Successful coordination between preschool and kindergarten helps to lay the groundwork for a child’s positive school experience. If this transition kindergarten and does not go well, children can be turned off to learning and school at an alignment of standards, early age. By aligning standards, curricula, instruction and assessments curricula, instruction and between preschool and kindergarten, children can experience a seamless assessments between the pathway that sets them up for future success. two are key to a child’s Based on research and work with states, Education Commission of the future educational success.
    [Show full text]
  • Kindergarten Program Guide
    KINDERGARTEN PROGRAM GUIDE For more information on school operations and programs, please refer to the Grades PK-6 Student-Parent Handbook Scot T. Prebles, Superintendent Mike Broadwater, Assistant Superintendent Natasha Adams, Director of Curriculum, Instruction, Assessment Anita Eshleman, Coordinator of Elementary Programs www.foresthills.edu * (513) 231-3600 * 7946 Beechmont Ave. 1 TABLE OF CONTENTS Page 3 Vision/Mission/Beliefs Page 3 Kindergarten Philosophy Page 3 Curriculum Page 4 Kindergarten and First-Grade Readiness Page 6 Assessment Page 7 Academic Choice Time Page 8 Digital Literacy Page 9 Schedule Page 11 Special Education Page 11 Gifted Education Page 11 English Language Learners Page 12 Frequently Asked Questions Page 14 Directory 2 VISION Striving to ensure success for all students. MISSION The mission of Forest Hills School District is to provide educational opportunities that enable students to acquire the knowledge, skills and personal qualities necessary for responsible citizenship and lifelong learning. BELIEFS We believe learning . ● Occurs in different ways, depending on abilities, readiness, and interests. ● Takes place through research, questioning, exploring, experimenting, and problem-solving. ● Requires inclusion of reading, writing, numeracy, and digital literacy in all content areas. ● Occurs by acquiring skills and knowledge, and application of what is learned to other contexts. ● Requires active and social collaboration and interaction. ● Takes place when learners are secure, valued, and able to take risks. ● Is engaging, meaningful, purposeful, and challenging. ● Includes reflection and requires learners to be responsible for their learning. KINDERGARTEN PHILOSOPHY The Forest Hills School District kindergarten program is shaped by the belief that all children are capable, engaged learners who thrive in a child-centered, safe environment.
    [Show full text]
  • Kindergarten Entrance Ages: a 35 Year Trend Analysis Updated May 2011
    Kindergarten Education Commission of the States • 700 Broadway, Suite 1200 • Denver, CO 80203-3460 • 303.299.3600 • Fax: 303.296.8332 • www.ecs.org Kindergarten Entrance Ages: A 35 Year Trend Analysis Updated May 2011 There has been a trend in the states over the last 30 years to establish a cutoff date earlier in the year for children entering kindergarten. In 1975, of 30 states that established a cutoff date, nine required students to have turned 5 by a certain date in September or earlier (30%). By 1990, 42 states established a cutoff date and of those, 28 required that students must turn 5 by a certain date in September or earlier (67%). By 2005, 45 states established a cutoff date, and 33 of those required that students must turn 5 by a certain date in September or earlier (77%). By 2010 45 states established a cutoff date, and 36 of those required that students must turn 5 by a certain date in September or earlier (80%). According to the ECS report, Full-Day Kindergarten: A Study of State Policies in the United States, lawmakers consider a number of assumptions when deciding to raise the entrance age for kindergarten: “From a policy perspective…raising the kindergarten entrance age will increase student achievement because they [lawmakers] believe older children are better prepared for success.” “From a fiscal perspective, raising the kindergarten entrance age creates a one-time decrease in the education budget as it reduces the number of children who enroll…when the age change takes effect.” “From a child’s perspective, raising
    [Show full text]
  • DEER CREEK SCHOOLS PRE-KINDERGARTEN ENROLLMENT PROCEDURES 2020-2021 Due to Student Population Growth and Restricted Capacity, Al
    DEER CREEK SCHOOLS PRE-KINDERGARTEN ENROLLMENT PROCEDURES 2020-2021 Due to student population growth and restricted capacity, all Pre-Kindergarten classes will be held at Rose Union Elementary for the 2020-2021 school year. The consolidation of Pre-Kindergarten classes to Rose Union will allow us to continue providing a quality program for our Pre-K students while accommodating student growth in all of our elementary sites without changing elementary boundaries through the redistricting process. A free Pre-Kindergarten program will be offered on a space available basis for the 2020-2021 school year at the ​ ​ following site: Rose Union. The Pre-Kindergarten program enrollment will be open across the district. At the completion of the Pre-Kindergarten year, students attending Pre-Kindergarten should expect to attend their neighborhood school for Kindergarten. ELIGIBILITY: ​ ⑨ Students must be at least four years of age on or before September 1, 2020, or not five years of age before June 1, 2021. (Born between June 1, 2015 and September 1, 2016) ​ ⑨ Parent or legal guardian must be a resident of the Deer Creek Public School District. ​ APPLICATION PROCEDURES: ⑨ Parents who are interested in having their child in one of the full day Pre-Kindergarten classes may complete the online application located on the district website. ⑨ Online applications will ONLY be accepted until January 22, 2020, for initial Pre-Kindergarten placement. ​ ​ ​ ONLY ONE APPLICATION PER CHILD MAY BE SUBMITTED. IF MORE THAN ONE APPLICATION FOR A CHILD IS SUBMITTED, ALL APPLICATIONS FOR THAT CHILD WILL BE ​ ​ WITHHELD FROM THE DRAWING AND THE CHILD’S NAME WILL BE ADDED TO THE BOTTOM OF THE WAITING LIST.
    [Show full text]
  • Department of Early Education and Care
    DEPARTMENT OF EARLY EDUCATION AND CARE Professional Qualification Certification Requirements and Frequently Asked Questions Contact EEC at (617)988-6600 ask for the Professional Qualification Unit or email EEC at [email protected] Department of Early Education and Care October 2017 PROFESSIONAL QUALIFICATION CERTIFICATION Requirements and Information Packet Contents EEC Requirements for Certification .............................................................................................................................3 Regulations for Certification ...................................................................................................................................3 Education towards certification: .............................................................................................................................3 Continuing Education Unit (CEU): ............................................................................................................................4 Certificate Program: ................................................................................................................................................4 Work Experience requirements towards certification..............................................................................................4 Acceptable Alternative Early Childhood Training Program: ......................................................................................5 Requirements for Certification breakdown .................................................................................................................6
    [Show full text]
  • What Works in the Provision of Higher, Further and Continuing Education, Training and Rehabilitation for Adults with Disabilities? a Review of the Literature
    What Works in the Provision of Higher, Further and Continuing Education, Training and Rehabilitation for Adults with Disabilities? A Review of the Literature Carmel Duggan and Michael Byrne NATIONAL COUNCIL FOR SPECIAL EDUCATION RESEARCH15 REPORT NO.15 What Works in the Provision of Higher, Further and Continuing Education, Training and Rehabilitation for Adults with Disabilities? A Review of the Literature Carmel Duggan and Michael Byrne, WRC Social and Economic Consultants Ltd A report commissioned by the NCSE 2013 The National Council for Special Education has funded this research. Responsibility for the research (including any errors or omissions) remains with the authors. The views and opinions contained in this report are those of the authors and do not necessarily reflect the views or opinions of the Council. NCSE RESEARCH REPORTS NO: 15 © NCSE 2013 National Council for Special Education 1–2 Mill Street Trim Co. Meath An Chomhairle Náisiúnta um Oideachas Speisialta 1–2 Sráid an Mhuilinn Baile Átha Troim Co. na Mí T: 046 948 6400 F: 046 948 6404 www.ncse.ie Table of Contents Foreword .........................................................................................................vii Acknowledgements ..............................................................................................viii Glossary of Acronyms .............................................................................................ix Executive Summary ............................................................................................
    [Show full text]