Investigating early childhood education through a systemic lens: What impact does early childhood education have on district level leadership

<p>Public School educational leaders from around the United States are confronted with choices inhow to invest resources that can create the greatest impact for students. An often-overlooked area of investment is early childhood education. As defined by the National Association for the Education of Young Children (NAEYC), this is the period of development between birth through age 8 for any child. If a district were allowed to self-assess their own early learning readiness, will the leadership of that district be equipped and prepared to deliberate and make appropriately measured decisions based on current practices and utilized resources? This study seeks to explore how educational leaders, including superintendents, when confronted with the ability to self-evaluate their district’s early learning readiness, can uncover the impact early learning can have on the financial planning, facilities management, personnel decisions, family engagement, and the culture of their organization. </p>

Name thesis:degree_name

Doctor of Philosophy (PhD)

Level thesis:degree_level

Open Access Dissertation

Discipline thesis:degree_discipline

Leadership and Counseling

Year dc:date.available

2024

Author dc:creator

• Manuszak, Edward John, II

Contributors dc:contributor

• David Anderson, PhD
• Rob Carpenter, PhD
• Davis Clement, PhD

• developmentally appropriate practice
• early childhood
• ELPAT
• leadership
• superintendent
• systemic
• Early Childhood Education
• Educational Leadership

Repository record dc:identifier

https://commons.emich.edu/theses/1228

OAI identifier oai:identifier

oai:commons.emich.edu:theses-2593