Date of Award

5-2023

Document Type

Thesis

Degree Name

Master of Education (MEd)

Department

Graduate Education

First Advisor

Patricia C. Kornelis

Abstract

This phenomenological study included interviewing four individuals involved with the formation and current operation of Stepping Stones Preschool in Sioux Center, Iowa, to determine if their instructional and assessment practices as well as their mission and core values aligned with best practice. Analysis of these practices and experiences was undertaken with the purpose of deepening the understanding of what instructional and assessment best practices look like in a preschool setting. The results of this study show that the best practice recommendations that assessment should be directly connected to the instruction, child-centered, continual, include developmentally-appropriate practices in multiple formats with learning aimed towards the targets and standards are present at Stepping Stones. Additionally, instructional methods as well as assessment tools are designed to meet the needs of the whole child at Stepping Stones Preschool. Finally, the instructional methods and assessment tools align with the mission and core values at Stepping Stones Preschool and exemplify a high-quality model of best practices.

Comments

Action Research Report Submitted in Partial Fulfillment of the Requirements for the Degree of Master of Education

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