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Infusing Diversity in Preservice Education: One Way to Address System Improvement Camille Catlett FPG Child Development Institute University of North Carolina,

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Presentation on theme: "Infusing Diversity in Preservice Education: One Way to Address System Improvement Camille Catlett FPG Child Development Institute University of North Carolina,"— Presentation transcript:

1 Infusing Diversity in Preservice Education: One Way to Address System Improvement Camille Catlett FPG Child Development Institute University of North Carolina, Chapel Hill Susan Maude, University of Vermont Susan Moore, UC-Boulder Sylvia Sánchez George Mason University

2 Purpose Purpose

3 Research Questions Does participation in Crosswalks produce a significant increase in the knowledge, skills, and attitudes of participants about cultural and linguistic diversity? –Faculty and Students Does participation in Crosswalks produce an increased emphasis on cultural and linguistic diversity in coursework, fieldwork and program practices in participating B-K programs? Does participation in Crosswalks yield changes in how faculty members, family members and community partners collaborate to support the B-K program?

4 Intervention

5 Areas of Targeted Change Program Practices PracticaCoursework

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7 Essential Allies Campus Partners –Faculty –Administrators –Students (current and former) Family Partners Community Partners State Partners

8 Unit of Study State-approved, blended (early childhood/early childhood special education) preservice programs offering bachelor's level Birth- Kindergarten (B-K) licensure in North Carolina

9 Participants Partner ProgramsPartner Programs – Six B-K programs provided input and feedback on the process and design. Experimental ProgramsExperimental Programs* –Two B-K programs Control ProgramsControl Programs* –Three B-K programs * consisting of faculty, administrators, community college faculty, family members, teachers, community agency representatives, program graduates.

10 Supports for Experimental Sites Two-day needs assessment and planning process to identify strengths, challenges and needed CLAD- related changes in program coursework and practica

11 Crosswalks Talks Professional development days on evidence-based content and instructional strategies –Language and Culture: Respecting Family Choices –Using Instructional Dilemmas to Explore Issues of Culture and Social Justice

12 Crosswalks Care Packages Bi-monthly electronic deliveries of resources related to diversity –Content –Instructional strategies –Professional development opportunities

13 Crosswalks Toolbox Resources that address key areas of early childhood or early intervention content AND diversity Videos, articles, syllabi and other resources for increasing the emphasis on cultural and linguistic diversity in your work

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15 National Standards for Indexing Division for Early Childhood (DEC) of the Council for Exceptional Children (CEC) Recommended Practices Head Start Child Outcomes National Association for the Education of Young Children DEC/CEC content standards National Board of Professional Teaching Standards

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20 Also search by... Tool type (e.g., activity, assignment, teaching case, syllabus) Resource type (e.g., book, video, DVD, CD, PDF/web, article) Topic (e.g., assessment, literacy, math/science, emotional/social) ALL online resources (n=83)

21 What did we measure?

22 Measures – Dependent Variables Campus- Community Partners –Values, Beliefs: CMAS –Knowledge, Skills, and Instructional Strategies: CAKSkIS –Coursework, Practica, & Program Evaluation: CCPPE Students –Demographics –Values, Beliefs: CMAS* –Knowledge & Skills: CASKS* –Coursework, Practica, & Program Evaluation: CCPPE* *Student Version Instruments (italics)

23 Measures – Qualitative In Process In-depth interviews, focus groups, open-ended items on instruments – leading to case studies –Faculty –Student –Crosswalks Staff Document Analysis –Syllabi, Handbooks, Types of TA requested –Other

24 Measures - Other –Formative feedback on training and technical assistance, used for continuous improvement efforts, obtained throughout the intervention

25 Methods Randomized Assignment to Intervention Pretest/Posttest Retrospective Post ANOVAs*** Significance Level (.05)

26 What did we learn?

27 Participant Demographics Campus-Community Partners 44/49 (90%) Experimental Sites: N = 25/27 –Two experimental Sites Experimental #1n = 13/14 Experimental #2n = 12/13 Control Sites: N = 19/22 –Three control Sites Control #1n = 8/8 Control #2n = 6/9 Control #3n = 5/5

28 Campus/Community Partners Race/Ethnicity Female - 41 Male - 3

29 Student Participants 100/115 (87%) Experimental Sites: N = 57 –Two experimental Sites Experimental #1n = 28 Experimental #2n = 29 Control Sites: N = 43 –Three control Sites Control #1n = 11 Control #2n = 28 Control #3n = 4

30 Student Race/Ethnicity N= Female 1 Male

31 Status in the B-K Program Need Bachelor’s Degree 58 Have BA need B-K Degree 11 Have BA need B-K Licensure 21 Licensed need Preschool Add-on License 8

32 Participation Format All face-to-face (on and off campus) –38% All through technology (online, distance, ITV) –20% Face-to-face AND technology –42%

33 Campus-Community Partners Impact Results CMAS, CAKSkIS, CCPPE Positive effects: (a) an increase in knowledge and skills related to supporting young children who are cultural, linguistic and ability diverse by participating faculty, (b) an increased emphasis on cultural and linguistic diversity in coursework, fieldwork and program practices in participating B-K programs, and (c) changes in how faculty members and community partners collaborate to support the B-K program Results across multiple measures were also significant at p >.05 level (Catlett, Maude, & Corso, 2006).

34 Qualitative Results “The emphasis I place on cultural and linguistic diversity in my work is a constant now; not just a fleeting thought but as looking through a lens.” –Faculty Member “It has changed the way I think about teaching. With every activity, I think about how I can incorporate diversity and Crosswalks has provided so many wonderful resources that I can usually find something easily to incorporate into my plans.” –Faculty Member

35 Student Impact Results CMAS, CASKS, CCPPE To a more limited degree, students in the experimental group also reported some statistically significant changes as compared to students in the control group. Some of the areas in which the experimental group reported significant change included: –(a) knowledge on how to design learning experiences so children are exposed to multiple cultures and languages; –(b) knowledge on how to engage and support interpreters, cultural mediators, and translators; –(c) beliefs about the responsibility of ECI professionals to be aware of the cultural and linguistic backgrounds of those they serve and teach; and –(4) having practica/field experiences with diverse children and families. –Results across multiple measures were also significant at p >.05 level (Catlett et al., 2006).

36 “Many [students] have stated that the assignment to work with a young English Language Learner was the most beneficial of all the field assignments they have completed in their teacher education experience. Results such as these prove to me that you and your team are on the right track to prepare effective teachers for the future.”

37 Formative Feedback on Training and Technical Assistance

38 Quote Supporting Information and Materials “So many resources have found their way into classes. Many times when I want to include materials in classes, I have to search and search to find the right article, book, DVD, etc. Participating in Crosswalks has given me resources at my fingertips, with tons of ideas to choose from!” –Faculty Member

39 Formative Feedback on Training and Technical Assistance

40 Care Packages packages.cfm Crosswalks Talks packages.cfm pages/crosswalktalks.cfm WIIFM?

41 Crosswalks Web Site Research Participants Resources –Crosswalks Talks – Care Packages

42 Crosswalks National Institute July 12-14, 2007 Asheville, North Carolina Resources and instructional strategies for increasing the emphasis on cultural, linguistic and ability diversity in early childhood and early childhood special education preservice programs Contact Camille Catlett for details

43 Next steps Proposal submitted to IES to develop and test an intervention for addressing both content (language, literacy, social/emotional) and context (cultural, linguistic and ability diversity)

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