Success Factors in a Preschool Classroom in an Early Reading First Project: A Case Study

• In Event: Implementation and Assessment in Early Childhood Programs

Abstract

This study examines success factors in a preschool classroom in an early reading first project. A case study was conducted to investigate the success factors of a preschool teacher. Artifact reviews including Curriculum Based Decision Making (CBDM), Concern Based Adoption Model (CBAM), Rubric of Excellence, and Rubric of Excellence were collected. e-Book shared reading video observations and telephone interviews were also conducted. Results indicate that within the context of an early literacy project, a teacher’s fidelity to the classroom curriculum and lesson plans, positive attitude and willingness to embrace change were additive components of success. In addition, a teacher’s continuous monitoring of students’ academic progress was also contributed to child success.

Authors

• Byeong-Keun You, Southwest Institute

• Karen Burstein, Southwest Intitute for Families and Children

• Catherine Otto, Southwest Intitute for Families and Children

• Anubhav Sharma, Southwest Institute

• Mi-Jung Song, Arizona State University