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Action Research Proposal

Eleanor Hamilton EDU:671/Fundamentals of Educational Research Kathy Hoover November 25, 2013. Action Research Proposal. Introduction.

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Action Research Proposal

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  1. Eleanor Hamilton EDU:671/Fundamentals of Educational Research Kathy Hoover November 25, 2013 Action Research Proposal

  2. Introduction • It is true that the “concern with assessment in the early childhood field is not new. Decades of debate are summarized in the National Association for the Education of Young Children (NAEYC) publication Reaching Potentials:Appropriate Curriculum and Assessment for Young Children (Bredekamp and Rosegrant (1992). This research project intends to show that early assessments in preschool do have an impact on the preschool child.

  3. Area of focus • The purpose of this study is to show •   What impacts early assessments have • on preschool children?

  4. Methodology • All children were recruited through letters of invitation sent to parents or guardians through their classroom teachers. Parents returned signed consent forms and provided demographic information about their children. Assessments were conducted on an individual basis in classrooms or in spaces close to the classrooms. All assessments were administered by the teachers within the first 30 days of school starting.

  5. Literature Review • Love (2010) stated “Overall, averaging across all program • sites and all childrenand families in the sample, Early Head Start • programs showed significant impacts on a wide range of child and • parent outcomes when the children were 2 and 3 years old. • Love (2010) further stated “The positive program impacts appeared • early and the magnitude of the impactsremained relatively • constant from age 2 to age 5”.

  6. Literature Review cont. • According to the Head Start Impact Study. Final Report (Puma, Bell, Cook, Heid, Shapiro, Broene, & ... Westat, I. c.,2010) Which used several different characteristics to establish that impacts from head start and preschools were significant greater than those of the children that did not attend and get the early access to school. • This reports validates the claim that children that attend preschool and head start programs do better in school. The study also followed some of the children to the third grade.

  7. Explanation of Problem • The observations that led to my interest in this action research project were found after reviewing the current data from the children that had been assessed versus the children that had not been assessed. The data showed that the children that were assessed early and had a developmental plan showed significant progress in their developmental growth. It also showed that the children that had not been assessed lacked in certain skills; this caused a great concern for me because some of the child had not yet been assessed. This could also hinder the referral process for intervention

  8. Variables • a. The defined factors were preschool ages children of diverse backgrounds. • b. A couple of the learners were English Language Learners and needed to have some things translated for them. • c. The children’s scores from the assessments were defined and showed if they needed to be reassessed or referred for further services.

  9. Research Questions • What do the teachers do once the assessment questionnaire is completed? • How is the information used to help the student advance to the next stage? • How are the results recorded to show progress?

  10. Locus of control • In this research the teacher has full locus of control because it is her classroom and she can maneuver around to make sure we are able to observe the child in many of the domains.

  11. Intervention • The intervention would be to make the referrals for the child to provide them with the necessary services once the assessment has been completed.

  12. Group membership • The group members on my team consist of two head teachers, three assistant teachers • and myself. We will each be responsible for collecting certain data related to the project. • The first team member is in charge of passing out and collecting the surveys. The second member is going to assign the numbers and keep track of who is doing what. The third member is going to chart the data. • The fourth member is going to input the data and the fifth member is going to follow the progress of each child

  13. Negotiations • The only negotiations was that were needed was that before we involved any student in the research we had to make that we had parental consent and would inform them of how the research was coming along twice throughout the school year. The months agreed on would be December and April.

  14. Ethical Guidelines • Ethical issue are very important and they come in the form of… Informed Consent • Freedom from harm • Anonymity • Confidentiality

  15. Timeline • The timeline for this research project will take place from September to May. • Phase 1- First 45 days from the start date the Developmental Profile is completed • and scored September/October. Results recorded • Phase 2- Second Developmental Profile completed February/March. • Results recorded • Phase 3 Third Developmental Profile completed and charted/May. Final scored recorded.

  16. Statement of resources • The resources for the research project were provided by the agency. They included the paper, computer, charts, index cards and the staff. Since all of this was already at the site there were additional resources needed.

  17. Data Collection • Through the school year the team will be collecting data three different times. • Fro three different data assessment tools. This will be done to see the progress that is being made by the students. The assessments tools will include: • Ages & Stages 3 Questionnaire • Ages & Stages Social/Emotional Questionnaire • Desired Results Developmental Profile (2010)

  18. Data Analysis • The data analysis will help me to determine if there should another form of early assessments for the start of school and if there needs to be another form of intervention. • I am hopeful that the method that we are currently using will be adequate and we will be able to continuing with the method we are using.

  19. Conclusion • As first stated children that attend preschool are able to get that intervention early. For example if they need help with their language development it will be detected from the assessments. Or if they need social/ emotional intervention referrals will be generated to get them the necessary help. This research shows that if young children are allowed to be assessed early the help is there for them. The studies are proof that early intervention is the key. Parents should not be afraid of getting their children the help they need once they enter preschool.

  20. References • Love, J. M., & Society for Research on Educational Effectiveness, (. (2010). Effects of Early Head Start Prior to Kindergarten • Entry: The Importance of Early Experience. Society For Research On Educational Effectiveness, • http://www.eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=ED514662 • National Association for the Education of Young Children and National Association of Early • Childhood Specialists in State Departments of Education (2003). Early Childhood • Curriculum, Assessment, and Program Evaluation: Building an Effective,Accountable • System in Programs for Children Birth through Age 8. Washington, DC: Authors. Available • Retrieved from http://www.naeyc.org/resources/position_statements/pscape.asp • Pretti-Frontczak, K., Kowalski, K., & Brown, R. (2002). Preschool Teachers' Use of Assessments and Curricula: A • Statewide Examination. Exceptional Children, 69(1), 109-23. Retrieved from • http://web.ebscohost.com/ehost/pdfviewer/pdfviewe

  21. References • Puma, M., Bell, S., Cook, R., Heid, C., Shapiro, G., Broene, P., & Westat, I. c. (2010). Head Start Impact Study. Final • Report. Administration For Children & Families, Retrieved from • http://www.eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=ED507845 • U.S. Department of Health & Human Services. (1979). Ethical principles and guidelines for the protection of human subjects of • research. The Belmont Report. Retrieved from • http://www.hhs.gov/ohrp/humansubjects/guidance/belmont.html • Krause, N. (2002). A comprehensive strategy for developing closed-ended survey items for use • in studies of older adults. The Journals of Gerontology. 57B (5), S263-74. Retrieved from

  22. References • U.S. Department of Health & Human Services. (1979). Ethical principles and guidelines for the • protection of human subjects of research. The Belmont Report. Retrieved from • http://www.hhs.gov/ohrp/humansubjects/guidance/belmont.html • `Krause, N. (2002). A comprehensive strategy for developing closed-ended survey items for use • in studies of older adults. The Journals of Gerontology. 57B (5), S263-74. Retrieved from • http://search.proquest.com/docview/210139262?accountid=32521

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