Using Action Research Methods to Early childhood language abilities - PDF document

The Problem Using Action Research Methods to Early childhood language abilities are strongly associated with subsequent Infuse Evidence-Based Language academic success Facilitation Practices in Head Start Two populations served through Head Start at-risk in this regard: Preschool Classrooms ” – Children from low-income families M. Jeanne Wilcox, Catherine K. Bacon, Kathleen M. Murphy (experiential constraints) Arizona State University, Tempe – Children with language impairment Shereen Thomas (ability constraints) Southwest Human Development, Phoenix Further information: mjwilcox@asu.edu Wilcox et al., SRCD, 2001 Wilcox et al., SRCD, 2001 Promising Trends The Realities of Practice Scientific inquiries have yielded a Profiles of early childhood broad base of effective language classrooms, including Head Start, facilitation strategies indicate limited teaching behavior that The early childhood classroom supports language development can be an optimal setting for Substantial gaps between existing promoting first and second and emerging scientific knowledge language acquisition and the realities of the preschool classroom language environment Wilcox et al., SRCD, 2001 Wilcox et al., SRCD, 2001 Wilcox et al., SRCD 2001 1

Science and Practice Purpose Traditionally, researchers presumed Develop and implement action to generate information, practitioners research methods to promote use it evidence-based language Practitioners often find scientific teaching practices in Head Start knowledge unusable preschool classrooms Researchers often lack knowledge regarding realities of practice Evaluate outcomes in terms of New strategies for conducting changes in teacher and child research and new strategies for behavior consuming the products of research may be required Wilcox et al., SRCD, 2001 Wilcox et al., SRCD, 2001 Science-Practice Model Specific Research Questions To what extent does an action research model promote the use of validated language Formal & Experiential Knowledge facilitation practices by Head Start classroom personnel? Educational Practice Relative to questions #1 to what extent can changes in the children’s language behavior be Optimal documented? Assessment and What is the perceived value and feasibility of Intervention Practices participation research methods? In particular, does action research facilitate a sense of commitment and ownership? Does it actually Applied Research allow for adjustments to accommodate practice Formal & Experiential Knowledge needs? Does it result in interpretable and useful findings? Wilcox et al., SRCD, 2001 Wilcox et al., SRCD, 2001 Wilcox et al., SRCD 2001 2

Research Process and Key Experimental Design Activities 6 experimental and 6 control classrooms participated Phase I: Identify Key Concerns and Desired Random assignment by program Outcomes Typical child subjects were selected by lottery across – Focus group discussions the participating class (pool of 206 children) – Ethnographic interviews All child subjects with language disorders were included Phase II: Research Action Plans in the research – Action teams formed for 3 pilot classrooms – Practice issues selected based on Phase I results A total of 23 teachers and teaching assistants (TA) were – Developed and implemented plans for integrating new practices into videotaped during free play. pilot classrooms There was one Spanish and one English speaking adult Phase III: Analysis and Review of Pilot model per room. Classroom Data Intervention provided to experimental classes during the – Adjustments in practices made as necessary school year Phase IV: Experimental Replication and Control classes were provided with a placebo (i.e., the Dissemination experimenters spent the same amount of time with Wilcox et al., SRCD, 2001 Wilcox et al., SRCD, 2001 control teachers as they did with experimental teachers) Child Participants Pre-Post Measures: Children Experimental Control Preschool Language Scale –3 (n=50) (n=42) – All children given the PLS-Receptive pre/post – PLS-Expressive given to children in their Native English Sp. respective native languages at pre/post Typical 17 15 – PLS-Expressive given to Native Spanish speakers in English and Spanish at post-intervention Atypical 1 6 PPVT-III Expressive Vocabulary Test (English) (given Native Spanish Sp. to all children who established a basal with 23 17 Typical no more than one error on the PPVT) 9 4 Atypical Expressive One Word Picture Vocabulary Test – Spanish\ Wilcox et al., SRCD, 2001 Wilcox et al., SRCD, 2001 Wilcox et al., SRCD 2001 3

Procedures: Experimental Pre-Post Measures: Teachers Classes Biweekly team meetings were held for all classroom personnel Pre-and post-test videotaped (teachers, aides, special educators, other support personnel) and the university researchers samples were collected of the The team meeting discussions focused on use of language teachers to evaluate use of teaching practices, training on language development, and sharing of ideas to implement in the curriculum. strategies to promote language The classroom observation tool emerged from these development discussions at the biweekly team meetings, researcher observations of the classrooms, and established principles of The videotaped samples were language development. Each teacher & TA was observed monthly by an SLP independently analyzed by graduate Researcher, using the developed classroom observation tool assistants trained in using the (Biweekly observations of each class) classroom observation tool. Following each observation, the teachers received feedback from the SLP on use of targeted strategies. The feedback Inter-coder reliability of 90% was sessions emphasized teachers’ use of effective strategies, as well collaborative “brainstorming” on how to use these and new achieved. strategies more effectively and consistently in the classroom. Wilcox et al., SRCD, 2001 Wilcox et al., SRCD, 2001 Procedures: Control Classes Classroom Observation Tool Control participants were also provided with biweekly Six areas were targeted: meetings. Those in attendance were the same categories of personnel as described for the – Creating opportunities for experimental classes. The teachers were communication encouraged to use the biweekly meeting time as desired. Personnel were told that the University – Teacher responses to increase child researcher participants were experts in language discourse and promoting language development and would be – Facilitating peer interactions available as a resource as needed. The University personnel answered any questions that were directly – Teaching new vocabulary addressed to them but did not initiate any topics. – Supporting second language Classroom observations were conducted biweekly. However, no feedback sessions were held. acquisition – Overall interaction style Wilcox et al., SRCD, 2001 Wilcox et al., SRCD, 2001 Wilcox et al., SRCD 2001 4

Changes in Teacher Behavior Child Language Goals (Mean Frequency per 20-min) Developed by the Teams Behavior Pre-Intervention Post-Intervention Developing personal storytelling skills Exp Control Exp Control Increasing complex reasoning Creating Opp. 14.16 11.04 28.66* 14.07 Teacher Resp. 87.08 69.09 108.16* 67.72 Talking beyond the “here and now” Peer Interaction 15.08 8.36 27.25* 11.09 Increasing peer interactions Teach Vocab. 36.75 28.27 46.33* 23.72 2 nd Lang. Acq. 11.41 9.81 16.25* 10.72 Learning new words and concepts Total Enhancing 164.50* 123.18 226.66* 121.54 Second language acquisition Negative 5.75* 1.63 0.83 3.09* Wilcox et al., SRCD, 2001 *p<.05 Wilcox et al., SRCD, 2001 Pre-Post Child Data Results Teachers in the experimental classrooms Test/Group Pre-Intervention Post-Intervention demonstrated greater use of specific Exp Control Exp Control language enhancement strategies to 67.18 68.86 79.12* 71.76 PLS-3 Rec. achieve the six language goals. PLS-3 Exp. ENG The children in the experimental 96.39 79.95 114.56* 85.71 English Speakers classrooms showed significantly greater NA NA 97.06 94.48 Spanish Speakers gains in their language scores as PLS-3 Exp. SPA 83.34 90.43 97.06* 94.48 measured on the Preschool Language Scale-3 and the EVT. No differences were Spanish Speakers noted on the other standard measures. PPVT 66.16 69.17 74.50 73.43 Both first and second language gains EVT 93.60 88.76 108.10* 96.43 were observed in both groups; however, EOWVT SPA the experimental group demonstrated 85.09 83.48 91.41 87.62 Spanish Speakers greater change over time. Wilcox et al., SRCD, 2001 Wilcox et al., SRCD, 2001 Wilcox et al., SRCD 2001 5