Examining the influential factors on quality and access in early childhood education : a comparative multiple case study of private and publicly funded pre-K programs in Brooklyn, NY.
| dc.contributor.advisor | Scott, Lakia. | |
| dc.creator | Coombs-Oriolowo, Shanique D., 1994- | |
| dc.date.accessioned | 2024-07-17T13:57:44Z | |
| dc.date.available | 2024-07-17T13:57:44Z | |
| dc.date.created | 2023-08 | |
| dc.date.issued | 2023-08 | |
| dc.date.submitted | August 2023 | |
| dc.date.updated | 2024-07-17T13:57:44Z | |
| dc.description.abstract | Discrepancies in the quality of early childhood education (ECE) between publicly funded and privately funded pre-K programs can have significant implications for the educational outcomes of minority children. This comparative case study explored how economic structures, governmental policies, beliefs, morals, and values contribute to the disparities and commonalities in the quality and accessibility of private and publicly funded pre-K programs in Brooklyn, New York. Using a comparative case study approach, data were collected through document analysis, site observations, and interviews with pre-K program directors. The analysis of the data yielded five key themes. The first theme highlighted the impact of economic structures on the quality and accessibility of early childhood education, emphasizing the influence of resources and funding sources. The second theme focused on the role of governmental policies, highlighting how compliance and standardization measures can both support and limit program effectiveness. The third theme emphasized the significance of beliefs, morals, and values in shaping the quality and accessibility of early childhood education at different schools. It underscored the importance of creating child-centered environments prioritizing holistic development and individual needs. The fourth theme highlighted the need for collaboration and community partnerships to enhance educational experiences and growth. Finally, the fifth theme emphasized the shared commitment among private and publicly funded pre-K programs to create nurturing and inclusive educational experiences that would enhance children’s outcomes. The findings of this study have important implications for promoting equity within the early childhood education landscape. They underscore the need for further research, policy revision, and stakeholder collaboration to address the disparities identified. Recommendations include allocating adequate resources, revising governmental policies for flexibility and responsiveness to local needs, and promoting an inclusive and diverse educational environment. Ultimately, this study contributes to the broader discussion on improving the quality and accessibility of early childhood education for all children. | |
| dc.format.mimetype | application/pdf | |
| dc.identifier.uri | ||
| dc.identifier.uri | https://hdl.handle.net/2104/12779 | |
| dc.language.iso | English | |
| dc.rights.accessrights | Worldwide access | |
| dc.title | Examining the influential factors on quality and access in early childhood education : a comparative multiple case study of private and publicly funded pre-K programs in Brooklyn, NY. | |
| dc.type | Thesis | |
| dc.type.material | text | |
| thesis.degree.department | Baylor University. Dept. of Curriculum & Instruction. | |
| thesis.degree.grantor | Baylor University | |
| thesis.degree.name | Ed.D. | |
| thesis.degree.program | Learning & Organizational Change | |
| thesis.degree.school | Baylor University |
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