Oklahoma's Early Childhood National Board Certified Teachers' views of No Child Left Behind, the National Board for Professional Teaching Standards, and story within the curriculum

Abstract

Scope and Method of Study: This was a mixed methods study to determine how Oklahoma's Early Childhood NBCTs view the connections between NCLB, NBPTS and story. An online survey was sent to all of Oklahoma's Early Childhood NBCTs which consisted of multiple choice and open ended questions. Analysis consisted of a combination of the survey results, the researcher's personal experiences and the professional literature.

Findings and Conclusions: Results of the study show that story was considered very valuable by the respondents. The teachers, for the most part made no modifications, experienced no enhancements and felt no limitations from NCLB in regard to story. Comments did show the teachers needed or wanted more time to incorporate story, as well as play, in the classroom. Drama was a key element in the responses, both positively and negatively. Drama was listed more frequently than any other student driven strategy within the survey. It was also listed most frequently by the few respondents who have stopped using some strategies since the certification process. Drama was also the most talked about story-related memory listed. Themes that emerged from the study describe the OKECNBCTs as autonomous instructors who understand the value and benefits of story and storytelling and utilize effective story-related strategies that construct, connect and create learning within the curriculum.