Designing a Baccalaureate Degree in Early Childhood Education: Context, Process, and Leadership

Abstract

Purpose, scope, and method of study: Considered a significant strategy to foster school readiness and close the achievement gap, efforts to increase the education level of preschool teachers have garnered widespread support. Research pointing to the inadequate and outdated preparation of preschool teachers as well as a shortage of baccalaureate degree programs to meet the anticipated need have challenged institutions of higher education. The purpose of this multiple case study is to identify, describe, and explain the context, process, and leadership issues involved in the development and implementation of two new baccalaureate degree programs in early childhood education, one in Kentucky and one in Michigan. A direct replication qualitative case study was employed to build a holistic picture of the two parallel cases. Data collection methods included semistructured interviews of persons involved in the development of the new baccalaureate degree programs, an examination of relevant documents, and observational descriptions of contexts. Findings and conclusions: A cross-case analysis found the process of developing a new baccalaureate degree program in early childhood education was highly context-dependent and influenced by factors within university and state early childhood settings. The decisions to add new degree programs were rooted in personal conviction and supported by regional need and federal legislation. The curriculum design was framed by national standards with attention to recommendations from experts in the field. Most of the process and structural elements found in the literature were used in program development. Although the body of research pointed to fragmentation across early care and education sectors, this study found that state leadership can initiate interagency collaboration effective in the preparation of early childhood professionals. Leadership theories associated with collaborative approaches may be used to explain some parts of the process in the successful outcome of the new program. Although not considered generalizable to larger populations, the findings of this theory-oriented case study may be transferrable to similar situations. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone [phone]. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]