The first five years of a child’s life represent critical windows in physiological, social-emotional, and cognitive development. Administrators of early childhood (EC) programs play a pivotal role in determining the quality of experiences that unfold for young children in center-based care. Using photovoice, semi-structured administrator interviews, and participant-observation, we aimed to identify the factors contributing to one center’s atypically excellent outcomes with diverse children and families. Our textual and photographic analyses revealed three findings. First, administrators saw themselves as embedded within a larger system of barriers characterized by low positionality within an educational caste system that is marked by pervasive resource scarcity. Second, with external supports marginal at best, they leveraged multiple internal supports and resources, including agency, interdependence, and advocacy. Third, administrators operationalized literacy leadership by building and sustaining a climate of professional support for teachers within a “25 Books a Day” guiding philosophy.
The International Dyslexia Association estimates that on average, as many as 15% to 20% of the population may display symptoms of dyslexia, which include inaccurate or laborious reading, and weak spelling and writing. Unfortunately, many individuals with dyslexia have found themselves surrounded by school and community members who do not understand this pervasive and well-documented language-learning disability. Data on experiences of diverse practitioners attempting to gain expertise in dyslexia are one critical path for identifying potential mechanisms for mitigating these challenges. In this article, the authors report on a multiple-case study designed to better understand the experiences and contexts of graduate students enrolled in an online dyslexia assessment and intervention professional development program. Analysis revealed common contextual barriers to practice across unique settings and also common supports acquired as participants built their internal capacity through their online learning experiences.
The purpose of this case study was to investigate a segment of a data set collected as part of a larger ethnographic study exploring the early language and literacy practices of one unique preschool programme, selected for its unusually high outcomes for children in typically underserved populations. The original study explored administrators’ literacy leadership within the context of system-level funding and oversight inequities and inadequate local, state, and federal support. Analysis from the original study showed that their lofty commitment to a ‘twenty-five books a day’ mindset guided them in supporting teachers as they made books, stories, and language play a universal occurrence throughout the school day. This article, reporting on an extension of this original study, explores how school administrators operationalized this ‘twenty-five books a day’ mindset: prioritizing ample and consistent (1) access to high quality, diverse books, (2) both structured and impromptu, responsive literacy interactions, and (3) professional support for teachers.
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