Factors That Influence the Implementation of a New Preschool Curriculum: Implications for Professional Development

Abstract

Research Findings: There is growing evidence that specific, teacher-led instruction and innovative instructional activities can lead to higher levels of achievement in literacy and in mathematics for young children at risk. There is limited research evidence, however, identifying professional development interventions that are effective in changing early childhood teachers' instructional practices. Practice or Policy: The purpose of this article is to examine the factors associated with early childhood teachers' ability or inability to implement a new preschool curriculum, Children's School Success, and to understand if those factors are amenable to change through professional development activities.

Notes

^aThe percentage of curriculum completed multiplied by the mean item score on the fidelity of implementation measure.

^aFor each high implementer, research staff selected the two themes that had a strong and positive impact on teachers' implementation of CSS, resulting in a selection of 44 themes (22 teachers × 2 themes/teacher).

^bFor each low implementer, research staff selected the two themes that had a strong and negative impact on CSS implementation, resulting in a selection of 22 themes (11 teachers × 2 themes/teacher).