Date of Award
5-2024
Degree Type
Dissertation
Degree Name
Doctor of Philosophy (PhD)
School
Education
Committee Chair
Thomas Lipscomb
Committee Chair School
Education
Committee Member 2
Kyna Shelley
Committee Member 2 School
Education
Committee Member 3
Kevin Wells
Committee Member 3 School
Education
Committee Member 4
Thomas Obrien
Committee Member 4 School
Education
Abstract
The purpose of this study was threefold, first to assess teachers’ initial knowledge of The Curriculum Fidelity Assessment Tool among Head Start Teachers utilizing the self -assessment. Secondly, the purpose was to assess if an intensive curriculum assessment literacy training made a difference in teacher’s knowledge of the curriculum fidelity Use as measured by The Curriculum Fidelity Assessment Tool for Administrators as reported by ECD Coaches and PI at the pre-test and post-test level. Third, the purpose of this study was to assess if intensive assessment literacy training makes a difference in the variables of interest, namely, curriculum use, classroom organization scores and instructional support scores. The utilization of specific training tenets of this study was employed to promote effective teaching practices utilizing experiential learning theory and self-determination theory. It is hypothesized that the assessment ratings by teachers and ECD Coaches will increase as a function of the curriculum fidelity assessment training intervention. The hypothesis will be tested using a true experimental design. The population of interest is Head Start teachers in Mississippi teaching three- and four-year-old children, who utilize the Creative Curriculum in conjunction with the CLASS observational assessment. The sample includes 30 Head Start ECD Coaches at two separate grantees in Mississippi. The ECD Coaches possess over five years of experience utilizing the Creative Curriculum and over five years of experience as certified CLASS observers. ECD Coaches share the responsibility of making CLASS assessment observations, conducting Curriculum Fidelity assessments, and providing ongoing CLASS coaching to teachers. In this experimental study, the ECD Coaches will be utilized to assess teachers’ curriculum implementation fidelity Use and facilitate CLASS observation scoring. The principal investigator will work along with the coaches to provide teachers with the curriculum fidelity assessment training, coaching, group discussions and CLASS observations.
Copyright
2024, Netice Rankin
Recommended Citation
Rankin, Netice and Rankin, Netice Danyell, "The Effectiveness of Curriculum Assessment Literacy Training For Head Start Teachers on Teacher Fidelity Scores and CLASS Assessment Scores" (2024). Dissertations. 2219.
https://aquila.usm.edu/dissertations/2219