An Examiniation of Licensure: Examining the Effect of Licensed and Non-Licensed Teachers on the Oral Language Development of Preschool Students in One Public School District's Progam

• Other Authors: Charles, Sheri Brown (authoraut)
• Format: Others
• Language: English; English
• Published: Florida State University
• Subjects: Education
• Online Access: http://purl.flvc.org/fsu/fd/FSU_migr_etd-3883

Research has long documented the importance of early learning. The ability to acquire oral language is the foundation for developing strong literacy and reading skills early in a child's development. Educators and policy makers are beginning to look to early childhood education experiences as a means for ensuring student success and addressing academic gaps in achievement. Studies indicate that children exposed to high-quality preschool learning have improved socioeconomic outcomes, and higher academic results, than children who are not exposed to high-quality preschool. Early educators must be prepared to address the needs of all students once they enter public schools. As a result, school officials are now seeking ways to determine the preparedness of preschool teachers by examining qualifications for work in the classroom. Once children begin kindergarten, they are taught by certified professionals with four-year degrees. Prior to kindergarten, teachers are often far less prepared. The primary purpose of this investigation was to examine the effect teacher licensure has on the oral language development of preschool learners in one public school district's program. Specifically, this investigation sought to examine whether or not licensed four-year degreed teachers are more appropriately credentialed to increase the oral language development in preschool students, than non-licensed, two-year degreed teachers employed within the same school district. This investigation utilized both qualitative and quantitative methods to examine the relationship between preschool teacher licensure and the oral language development of preschool students to assess student learning. === A Dissertation submitted to the Department of Educational Leadership and Policy Studies in partial fulfillment of the requirements for the degree of Doctor of Education. === Fall Semester, 2010. === October 14, 2010. === Preschool, Teacher Licensure, Early Childhood Education, Teacher Qualifications, Oral Language Development, Professional Training === Includes bibliographical references. === Judith Irvin, Professor Directing Dissertation; Vickie E. Lake, University Representative; Brenda J. McMahon, Committee Member; Stacy Rutledge, Committee Member.