| Little previous research was found in the literature related to the characteristics of associate degree programs of prekindergarten early childhood teacher education. The purpose of this study was to increase understanding regarding two typical associate degree prekindergarten programs of early childhood teacher education in Ohio.;The major questions guiding this research were: (a) what are the characteristics of two associate degree prekindergarten programs of early childhood teacher education and (b) what characteristics of quality and coherence, as identified by Howey and Zimpher (1989), are found in these programs. A qualitative, naturalistic, non-manipulative case study research approach was used to explore in detail the contexts of each program Data collection methods included: (a) in-depth, semi-structured interviews of early childhood faculty and staff, (b) examination of varied documents related to each program, (c) observations of selected early childhood classes and program facilities, and (d) photographs of program facilities.;A constant comparison method of data analysis was utilized to analyze data using the tool QRS*NUDIST 4, a qualitative data analysis software program Two conceptual frameworks guided this study: (a) Schwab's (1978) four common places of the curriculum: the teacher, the milieu, the students, and the subject matter, and (b) characteristics of quality and coherence in exemplary programs of teacher education as identified by Howey and Zimpher (1989). Individual case studies of each program were written to describe the intrinsic and instrumental aspects of each case.;The major findings of the study were: (a) both unique as well as shared characteristics regarding the faculty, students, milieu, and subject matter were identified in the two associate degree prekindergarten programs of early childhood teacher education; (b) both programs possessed a practical, deliberative approach to curriculum development; (c) each program had a distinct conceptual orientation to teacher education: one used a practical, problem-solving/decision-making orientation while in the other, a personal, valuing-the-individual orientation permeated the program; and (d) most, but not all, of the characteristics of quality and coherence, as described by Howey and Zimpher (1989), were identified in the two associate degree prekindergarten program of early childhood teacher education in this study. Implications for future research were suggested. |
