Infusing Diversity in Preservice Infusing Diversity in Preservice Education: One Way to Address Education: One Way to Address
System ImprovementSystem 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
PurposePurpose
Research QuestionsResearch 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?
InterventionIntervention
Areas of Targeted ChangeAreas of Targeted Change
Program Practices
PracticaCoursework
Essential AlliesEssential Allies
• Campus Partners– Faculty– Administrators– Students (current and former)
• Family Partners
• Community Partners
• State Partners
Unit of StudyUnit 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
ParticipantsParticipants
• 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.
Supports for Experimental SitesSupports for Experimental Sites
Two-day needs assessment and planning process to identify strengths, challenges and needed CLAD-related changes in program coursework and practica
Crosswalks TalksCrosswalks 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
Crosswalks Care PackagesCrosswalks Care Packages
• Bi-monthly electronic deliveries of resources related to diversity– Content– Instructional strategies– Professional development opportunities
Crosswalks ToolboxCrosswalks 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
• www.fpg.unc.edu/~scpp/crosswalks/toolbox/
National Standards for IndexingNational 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
Also search by . . .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)
What did we measure?What did we measure?
Measures – Measures – Dependent VariablesDependent 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 VersionInstruments (italics)
Measures – QualitativeMeasures – QualitativeIn ProcessIn 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
Measures - OtherMeasures - Other
– Formative feedback on training and technical assistance, used for continuous improvement efforts, obtained throughout the intervention
MethodsMethods
• Randomized Assignment to Intervention
• Pretest/Posttest
• Retrospective Post
• ANOVAs***
• Significance Level (.05)
What did we learn?What did we learn?
Participant DemographicsParticipant DemographicsCampus-Community PartnersCampus-Community Partners
44/49 (90%)44/49 (90%)
• Experimental Sites: N = 25/27– Two experimental Sites
• Experimental #1 n = 13/14• Experimental #2 n = 12/13
• Control Sites: N = 19/22– Three control Sites
• Control #1 n = 8/8• Control #2 n = 6/9• Control #3 n = 5/5
14%
0%
73%
0%
11%2%
Native American Asian/Pacific Islander Caucasian
Hispanic/latino African American Other
Campus/Community PartnersRace/Ethnicity
•Female - 41
•Male - 3
Student ParticipantsStudent Participants100/115 (87%)100/115 (87%)
• Experimental Sites: N = 57– Two experimental Sites
• Experimental #1 n = 28• Experimental #2 n = 29
• Control Sites: N = 43– Three control Sites
• Control #1 n = 11• Control #2 n = 28• Control #3 n = 4
StudentRace/Ethnicity
N=100
11%
1%
72%
4%
11%1%
Native American Asian/Pacific Islander Caucasian
Hispanic/Latino African American Other
99 Female1 Male
Status in the B-K ProgramStatus 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
Participation FormatParticipation Format
• All face-to-face (on and off campus)– 38%
• All through technology (online, distance, ITV)– 20%
• Face-to-face AND technology– 42%
Campus-Community PartnersCampus-Community PartnersImpact ResultsImpact Results
CMAS, CAKSkIS, CCPPECMAS, 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).
Qualitative ResultsQualitative 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
Student Impact ResultsStudent Impact ResultsCMAS, CASKS, CCPPECMAS, 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).
• “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.”
Formative FeedbackFormative Feedbackon Training and Technical on Training and Technical
AssistanceAssistanceCrosswalks Summative Feedback
4.8 4.74.9 4.9 4.9
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Training TA Informationand Materials
Organization Overall
Overall Categories
Me
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Quote Supporting Quote Supporting Information and MaterialsInformation 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
Formative FeedbackFormative Feedbackon Training and Technical on Training and Technical
AssistanceAssistanceCrosswalks Summative Feedback
4.7 4.8 4.7 4.7 4.64.3
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Specific Category of Support
Me
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• Care Packages
www.fpg.unc.edu/~scpp/crosswalks/pages/carepackages.cfm
• Crosswalks Talkswww.fpg.unc.edu/~scpp/crosswalks/pages/carepackages.cfm pages/crosswalktalks.cfm
WIIFM?WIIFM?
Crosswalks Web SiteCrosswalks Web Site
http://www.fpg.unc.edu/~scpp/crosswalks/
• Research
• Participants
• Resources– Crosswalks Talks– Care Packages
Crosswalks National InstituteCrosswalks 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– [email protected]
Next stepsNext 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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