Quality Improvement in Early Childhood Teacher Education: Faculty Perspectives and Recommendations for the Future

dc.creator	Marilou Hyson
dc.creator	Heather Biggar Tomlinson
dc.creator	Carol A. S. Morris
dc.date	2009-01-01T00:00:00Z
dc.date.accessioned	2015-07-20T22:10:55Z
dc.date.available	2015-07-20T22:10:55Z
dc.identifier	1524-5039
dc.identifier	https://doaj.org/article/e264247b1b7e42a29cb10220eed4f513
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/14013
dc.description	Approximately 1,200 institutions of higher education in the United States offer a degree in early childhood education, but recent research questions the strength of the relationship between teachers having a degree and benefits to child development and learning. However, there has been little empirical focus on the quality of degree programs. This exploratory study examined faculty perspectives on program priorities and factors that may facilitate or impede program quality-improvement efforts. Data were obtained from an online survey of early childhood education program administrators and faculty (N = 231); additional telephone interview data were obtained from 20 survey participants. Faculty reported relying on national and state standards for guidance in designing and implementing their programs. Results indicated inadequate knowledge of current early childhood research and theory on the part of some faculty. Faculty-reported priorities to enhance program quality included strengthening student competencies (the highest priority being implementing curriculum effectively), building faculty capacity, and accreditation. When describing their program’s organizational climate, most faculty reported being in implementation or maintenance mode, building mode, and change mode. Those who described themselves as being in survival mode were more likely to report low philosophical and financial support from their institutions. To improve program quality, faculty cited the following needs: more faculty, more time, institutional recognition of their program’s value, financial support, professional development opportunities, and institutional understanding of the larger context of early childhood education. The paper concludes with recommendations for research, policy, and technical assistance and support for teacher preparation programs in the United States.
dc.language	English
dc.language	Chinese
dc.language	Spanish
dc.publisher	ERIC Clearinghouse on Elementary and Early Childhood Education, University of Illinois
dc.relation	http://ecrp.uiuc.edu/v11n1/hyson.html
dc.relation	https://doaj.org/toc/1524-5039
dc.source	Early Childhood Research & Practice, Vol 11, Iss 1 (2009)
dc.subject	Early Childhood Education
dc.subject	Teacher Education
dc.subject	Program Quality
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.title	Quality Improvement in Early Childhood Teacher Education: Faculty Perspectives and Recommendations for the Future
dc.type	article