Term of Award
Fall 2019
Degree Name
Doctor of Education in Education Administration (Ed.D.)
Document Type and Release Option
Dissertation (open access)
Copyright Statement / License for Reuse
This work is licensed under a Creative Commons Attribution 4.0 License.
Department
Department of Leadership, Technology, and Human Development
Committee Chair
Paul Brinson
Committee Member 1
Teri Melton
Committee Member 2
Kymberly Harris
Abstract
This study utilized a qualitative content analysis approach where the researcher collected policies and theories to analyze and interpret and to examine the relationship between developmental theories and Georgia preschool policies as they relate to inclusion using archived state policies found on the Georgia Department of Education and Department of Early Learning website. The theories of Vygotsky (1978), Piaget (1936), and Bronfenbrenner (1979) were examined, along with the public policies on Georgia preschool. These policies included Georgia Early Learning Development Standards, Bright from the Start operating guidelines, and Work Sampling System. The researcher found common themes and/or phrases in the theories and related them to policies. This study found that educational theories are aligned to preschool policies. These results indicated that educational theories are aligned to preschool policies and placement options.
INDEX WORDS: Preschool, Inclusion, Special education, Developmental theories
OCLC Number
1147876401
Recommended Citation
Dineen, Jennifer M., "Qualitative Content Analysis of Policy as an Expression of Educational Theory on Special Education Preschool Placement Options" (2019). Electronic Theses and Dissertations. 2026.
https://digitalcommons.georgiasouthern.edu/etd/2026
Research Data and Supplementary Material
Yes
Included in
Early Childhood Education Commons, Educational Leadership Commons, Special Education and Teaching Commons
