Date

5-20-2026

Department

School of Education

Degree

Doctor of Education in Curriculum & Instruction (EdD)

Chair

Ellen Ruth Ziegler

Keywords

Classroom Assessment Scoring System, early childhood education, early childhood teachers, Head Start, pre-kindergarten programs, implementation of fidelity.

Disciplines

Education

Abstract

The purpose of this qualitative single case study was to understand what types of support best enabled early childhood education teachers achieve curriculum fidelity and how these supports benefited teacher practice and classroom outcomes in a mid-Atlantic state. The theory guiding this study was Domitrovich et al.’s conceptual framework for maximizing the implementation of quality of evidence-based preventive interventions in schools. The central research question that was answered during this case study was: What support best enables early childhood education teachers in a mid-Atlantic state to achieve curriculum fidelity, and how do these supports benefit teacher practice and classroom outcomes? Utilizing a purposive sample of 11 early childhood educators across three center-based and family childcare settings, the study design relied on methodological and data source triangulation. Data collection included interviews, focus groups, and classroom observations. At its core, thematic analysis was the method used for identifying, analyzing, and reporting recurring patterns—or themes—hidden within qualitative data. Results indicated that successful curriculum implementation was less dependent on rigid adherence to a manual and more reliant on continuous, collaborative feedback loops that provide concrete instructional strategies. Without this scaffolding, educators frequently default to rote teaching and basic supervision. Ultimately, this study demonstrated that true curriculum fidelity required treating the curriculum as an adaptable framework that fostered student agency and process-oriented learning.

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