{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/80196"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/80196","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"Exploring the Long- and Short-Term Planning Practices of Head Start Teachers With Regards to Children With and Without Disabilities","abstract":"This investigation explored the long- and short-term planning practices of 21 Head Start teachers across three Head Start programs. A structured face-to-face interview protocol was used to gather information on: (a) the levels of planning used, (b) the purposes for planning at each identified level, (c) the levels at which they planned most extensively (one long-term and one short-term), (d) the decisions made, (e) the forms used, (f) the supports and barriers to planning, (g) the sources of information used, (h) the differences in planning with regards to children with and without disabilities, and (i) the types of adaptations and modifications teachers made for children with disabilities within ongoing activities. Descriptive analysis was used to analyze the data in the superordinate categories. Constant comparative method (Glaser & Strauss, 1967) was used to identify subordinate categories. Teachers engaged in planning for a variety of reasons. Organizing the calendar, the classroom environment, the schedule, and the classroom activities, and content appeared to be the primary purposes for planning across all levels. Although individualizing based on children's interests and needs was reported as a purpose, this was among the least common reasons. Teachers reported using a variety of human and informational resources when planning. Teachers rarely planned differently for children with disabilities. Teachers did not report using important documents (IEP and ISP) nor did they use related services personnel when planning for children with disabilities. Several policy implications emerged from this investigation. These include the issues of individualization, lack of ownership, and a lack of cohesive and connected planning systems as it relates to young children with disabilities.","abstract_html":"This investigation explored the long- and short-term planning practices of 21 Head Start teachers across three Head Start programs. A structured face-to-face interview protocol was used to gather information on: (a) the levels of planning used, (b) the purposes for planning at each identified level, (c) the levels at which they planned most extensively (one long-term and one short-term), (d) the decisions made, (e) the forms used, (f) the supports and barriers to planning, (g) the sources of information used, (h) the differences in planning with regards to children with and without disabilities, and (i) the types of adaptations and modifications teachers made for children with disabilities within ongoing activities. Descriptive analysis was used to analyze the data in the superordinate categories. Constant comparative method (Glaser & Strauss, 1967) was used to identify subordinate categories. Teachers engaged in planning for a variety of reasons. Organizing the calendar, the classroom environment, the schedule, and the classroom activities, and content appeared to be the primary purposes for planning across all levels. Although individualizing based on children's interests and needs was reported as a purpose, this was among the least common reasons. Teachers reported using a variety of human and informational resources when planning. Teachers rarely planned differently for children with disabilities. Teachers did not report using important documents (IEP and ISP) nor did they use related services personnel when planning for children with disabilities. Several policy implications emerged from this investigation. These include the issues of individualization, lack of ownership, and a lack of cohesive and connected planning systems as it relates to young children with disabilities.","abstract_has_math":false,"creators":["Venn, Martha Louise"],"institution":"University of Illinois at Urbana-Champaign","degree_name":"Ph.D.","degree_level":"Dissertation","degree_discipline":"Education","degree_department":null,"school":null,"contributors":["McCollum, Jeanette A."],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2015,"date_issued":"2015-09-25T19:55:55Z","date_published":"2015-09-25T19:55:55Z","updated_at":"2026-07-22T22:26:13Z","subjects":["Education, Early Childhood"],"languages":["eng"],"rights":[],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier","label":"Identifier","values":["(MiAaPQ)AAI9737279"],"render_values":[{"text":"(MiAaPQ)AAI9737279","href":null,"code":true}]}]},"links":{"outbound_url":"http://hdl.handle.net/2142/80196","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["McCollum, Jeanette A."]},{"key":"dc:creator","label":"Author","values":["Venn, Martha Louise"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2015-09-25T19:55:55Z","10000-01-01","1997"]},{"key":"dc:type","label":"Dc Type","values":["text"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ph.D."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois at Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Education, Early Childhood"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["eng"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["http://hdl.handle.net/2142/80196","(MiAaPQ)AAI9737279"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["This investigation explored the long- and short-term planning practices of 21 Head Start teachers across three Head Start programs. 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Organizing the calendar, the classroom environment, the schedule, and the classroom activities, and content appeared to be the primary purposes for planning across all levels. Although individualizing based on children's interests and needs was reported as a purpose, this was among the least common reasons. Teachers reported using a variety of human and informational resources when planning. Teachers rarely planned differently for children with disabilities. Teachers did not report using important documents (IEP and ISP) nor did they use related services personnel when planning for children with disabilities. Several policy implications emerged from this investigation. These include the issues of individualization, lack of ownership, and a lack of cohesive and connected planning systems as it relates to young children with disabilities.","Made available in DSpace on 2015-09-25T19:55:55Z (GMT). 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A structured face-to-face interview protocol was used to gather information on: (a) the levels of planning used, (b) the purposes for planning at each identified level, (c) the levels at which they planned most extensively (one long-term and one short-term), (d) the decisions made, (e) the forms used, (f) the supports and barriers to planning, (g) the sources of information used, (h) the differences in planning with regards to children with and without disabilities, and (i) the types of adaptations and modifications teachers made for children with disabilities within ongoing activities. Descriptive analysis was used to analyze the data in the superordinate categories. Constant comparative method (Glaser & Strauss, 1967) was used to identify subordinate categories. Teachers engaged in planning for a variety of reasons. Organizing the calendar, the classroom environment, the schedule, and the classroom activities, and content appeared to be the primary purposes for planning across all levels. Although individualizing based on children's interests and needs was reported as a purpose, this was among the least common reasons. Teachers reported using a variety of human and informational resources when planning. Teachers rarely planned differently for children with disabilities. Teachers did not report using important documents (IEP and ISP) nor did they use related services personnel when planning for children with disabilities. Several policy implications emerged from this investigation. These include the issues of individualization, lack of ownership, and a lack of cohesive and connected planning systems as it relates to young children with disabilities.","Made available in DSpace on 2015-09-25T19:55:55Z (GMT). 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