A Qualitative Single Case Study to Understand What Types of Support Best Enable Early Childhood Teachers In a Mid-Atlantic State to Achieve Curriculum Fidelity, and How These Supports Benefit Teacher Practice and Classroom Outcomes
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| Title: | A Qualitative Single Case Study to Understand What Types of Support Best Enable Early Childhood Teachers In a Mid-Atlantic State to Achieve Curriculum Fidelity, and How These Supports Benefit Teacher Practice and Classroom Outcomes |
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| Authors: | Queenan, Tatiana Rizzotto |
| Committee Members: | Ellen Ruth Ziegler |
| Summary: | The purpose of this qualitative single case study was to understand what types of support best enabled early childhood education teachers achieve curriculum fidelity and how these supports benefited teacher practice and classroom outcomes in a mid-Atlantic state. The theory guiding this study was Domitrovich et al.’s conceptual framework for maximizing the implementation of quality of evidence-based preventive interventions in schools. The central research question that was answered during this case study was: What support best enables early childhood education teachers in a mid-Atlantic state to achieve curriculum fidelity, and how do these supports benefit teacher practice and classroom outcomes? Utilizing a purposive sample of 11 early childhood educators across three center-based and family childcare settings, the study design relied on methodological and data source triangulation. Data collection included interviews, focus groups, and classroom observations. At its core, thematic analysis was the method used for identifying, analyzing, and reporting recurring patterns—or themes—hidden within qualitative data. Results indicated that successful curriculum implementation was less dependent on rigid adherence to a manual and more reliant on continuous, collaborative feedback loops that provide concrete instructional strategies. Without this scaffolding, educators frequently default to rote teaching and basic supervision. Ultimately, this study demonstrated that true curriculum fidelity required treating the curriculum as an adaptable framework that fostered student agency and process-oriented learning. |
| URL: | https://digitalcommons.liberty.edu/doctoral/8431 |
| Database: | OpenDissertations |
| FullText | Text: Availability: 0 |
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| Header | DbId: ddu DbLabel: OpenDissertations An: ddu.oai.digitalcommons.liberty.edu.doctoral.9490 AccessLevel: 6 PubType: Dissertation/ Thesis PubTypeId: dissertation PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: A Qualitative Single Case Study to Understand What Types of Support Best Enable Early Childhood Teachers In a Mid-Atlantic State to Achieve Curriculum Fidelity, and How These Supports Benefit Teacher Practice and Classroom Outcomes – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Queenan%2C+Tatiana+Rizzotto%22">Queenan, Tatiana Rizzotto</searchLink> – Name: Author Label: Committee Members Group: Au Data: <searchLink fieldCode="CO" term="%22Ellen+Ruth+Ziegler%22">Ellen Ruth Ziegler</searchLink> – Name: Abstract Label: Summary Group: Ab Data: The purpose of this qualitative single case study was to understand what types of support best enabled early childhood education teachers achieve curriculum fidelity and how these supports benefited teacher practice and classroom outcomes in a mid-Atlantic state. The theory guiding this study was Domitrovich et al.’s conceptual framework for maximizing the implementation of quality of evidence-based preventive interventions in schools. The central research question that was answered during this case study was: What support best enables early childhood education teachers in a mid-Atlantic state to achieve curriculum fidelity, and how do these supports benefit teacher practice and classroom outcomes? Utilizing a purposive sample of 11 early childhood educators across three center-based and family childcare settings, the study design relied on methodological and data source triangulation. Data collection included interviews, focus groups, and classroom observations. At its core, thematic analysis was the method used for identifying, analyzing, and reporting recurring patterns—or themes—hidden within qualitative data. Results indicated that successful curriculum implementation was less dependent on rigid adherence to a manual and more reliant on continuous, collaborative feedback loops that provide concrete instructional strategies. Without this scaffolding, educators frequently default to rote teaching and basic supervision. Ultimately, this study demonstrated that true curriculum fidelity required treating the curriculum as an adaptable framework that fostered student agency and process-oriented learning. – Name: URL Label: URL Group: URL Data: <link linkTarget="URL" linkTerm="https://digitalcommons.liberty.edu/doctoral/8431" linkWindow="_blank">https://digitalcommons.liberty.edu/doctoral/8431</link> |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ddu&AN=ddu.oai.digitalcommons.liberty.edu.doctoral.9490 |
| RecordInfo | BibRecord: BibEntity: Languages: – Code: eng Text: English Subjects: – SubjectFull: Classroom Assessment Scoring System Type: general – SubjectFull: early childhood education Type: general – SubjectFull: early childhood teachers Type: general – SubjectFull: Head Start Type: general – SubjectFull: pre-kindergarten programs Type: general – SubjectFull: implementation of fidelity. Type: general – SubjectFull: Education Type: general Titles: – TitleFull: A Qualitative Single Case Study to Understand What Types of Support Best Enable Early Childhood Teachers In a Mid-Atlantic State to Achieve Curriculum Fidelity, and How These Supports Benefit Teacher Practice and Classroom Outcomes Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Queenan, Tatiana Rizzotto IsPartOfRelationships: – BibEntity: Dates: – D: 20 M: 05 Type: published Y: 2026 |
| ResultId | 1 |
