INITIAL PERCEPTIONS OF PRESCHOOL TEACHERS IN THE NASCENT STAGE OF EMPLOYING THE CLASSROOM ASSESSMENT SCORING SYSTEM AS A PROFESSIONAL DEVELOPMENT TOOL A DISSERTATION SUBMITTED IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF DOCTOR OF PHILOSOPHY IN THE GRADUATE SCHOOL OF THE TEXAS WOMAN’S UNIVERSITY DEPARTMENT OF FAMILY SCIENCE COLLEGE OF PROFESSIONAL EDUCATION BY KRISTY JOY TIPTON COX B.S., M.ED. DENTON, TEXAS AUGUST 2014
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INITIAL PERCEPTIONS OF PRESCHOOL TEACHERS IN THE
NASCENT STAGE OF EMPLOYING THE CLASSROOM
ASSESSMENT SCORING SYSTEM AS A
PROFESSIONAL DEVELOPMENT
TOOL
A DISSERTATION
SUBMITTED IN PARTIAL FULFILLMENT OF THE REQUIREMENTS
FOR THE DEGREE OF DOCTOR OF PHILOSOPHY
IN THE GRADUATE SCHOOL OF THE
TEXAS WOMAN’S UNIVERSITY
DEPARTMENT OF FAMILY SCIENCE
COLLEGE OF PROFESSIONAL EDUCATION
BY
KRISTY JOY TIPTON COX B.S., M.ED.
DENTON, TEXAS
AUGUST 2014
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DEDICATION
For you – my Lord, Jesus Christ,
You have always honored children and those who teach them. I dedicate this entire
journey and the final product to you – my Maker, Redeemer, and the One who loves little
children. I have never known my Father or my Faith as I know it today.
For my incredible parents – Momma, Daddy, Gma, & Two-Dad,
Growing up and into my adult years, I have been continually loved and supported in ways
that few have experienced. Thank you for teaching me well, for guiding me honestly and
for the sacrifices you made so that I might live my life with success. I love you and I pray
that this work honors your life and leaves a legacy that will make you proud.
For my passionate, silly and wonderful husband – Tom,
When we embarked on this adventure, we were children. We have grown old together
and still you love me and support me in my dreams of making this world a better place. I
could not ask for a more special partner. You are my strongest advocate and my love.
For my two amazing and accomplished children – Heath and Heather,
You continue to teach me every day that loving others, parenting well, and learning new
lessons are gifts that produce inconceivable returns on our investments. Your early years
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of life inspired my project. Studying alongside you for twelve years has been my joy and
privilege. Thank you for the sacrifices you made and for your wonderful support!
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ACKNOWLEDGEMENTS
I am so grateful to the many individuals who have contributed to this work and to
my personal and professional growth throughout this long process. So many friends,
colleagues and professors have remained important to me as I pursued this dream. I have
been blessed with a committee who grew me and supported me. I am appreciative of my
chair, Dr. Karen Petty, for challenging me and for cheering for me. I have truly grown
because of our journey together. I am indebted to Dr. Joyce Armstrong and Dr. Lin
Moore who provided clear guidance and ready support. For each of you, I want you to
know that circumstances and time have created for me a thick, dark and at times
consuming mental fog. Your wisdom and this process have scrubbed every inch of my
intellect. Your gracious guidance has exposed for me and helped me to clear all of the
recesses within and surrounding my mind. I have found clarity. Thank you!
I want to express my gratitude to Dr. Sharla Snider for being instrumental to me
in my early stages of graduate school and for serving on my original committee. I will
always remember you.
Dr. Linda Ladd was a treasure who willingly shared of herself and her resources. I
could not have made it without you coming into my life when you did.
My family and many friends (that I simply do not have room to name
individually) have shaped this path and encouraged me onward. When my mother died
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just before my comprehensive exams, I was so heartbroken. I had never suffered a loss
that literally took me to my knees. Little did I know that I would suffer five more deaths
after Mom. You each surrounded me with prayer (and food!) and exhibited great love and
kindness. Were it not for your countless acts of care then, and in each of our additional
devastating losses, I know I would not have survived. Thank you for your prayers and for
your actions! Tom and Quata (especially), there are no words. I just love you both!
Mary Margaret, my peer debriefer and dear, special friend, thank you for stepping
in over and over again to help me toil through this information. You consistently helped
me to take a deep breath and focus on what was important. You have been an absolutely
phenomenal and immeasurable influence in my life. Angelica (notice that I named one of
my participants after you!), what a refreshing blessing and tireless ‘leafer’ you are! I am
so proud to work alongside you for children and families. Amy and Andrew, your sweet
friendship and support are amazing! Thank you especially for your help in creating a
concise and clear table when my time was limited. Sandy, you have loved and prayed me
to this place. I am so blessed to have you in my life and on this journey. We have more
time to share now! Get ready! Michan, you have taught me much and made my life easier
by doing what you do with such precision and expertise. I only wish I had met you
earlier! Amrutha, when I needed you, you came! I will carry in my heart that moment
when you helped me to figure out what I needed and we both stood there hugging and
screaming! There will forever be an association with the Divine where you are
concerned, my friend! TWU Housing staff, you are the ABSOLUTE BEST!!
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And finally, to the participants who made this study possible, thank you from the
depths of my being. You took a risk and I hope you will see yourselves represented
clearly and accurately throughout these pages. Go forth and teach well - For children!
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ABSTRACT
KRISTY JOY TIPTON COX
INITIAL PERCEPTIONS OF PRESCHOOL TEACHERS IN THE NASCENT STAGE OF EMPLOYING THE CLASSROOM
ASSESSMENT SCORING SYSTEM AS A PROFESSIONAL DEVELOPMENT
TOOL
AUGUST 2014
The primary purpose of this qualitative, phenomenological study was to capture
the initial perceptions of preschool teachers as they were introduced to the Pre-K
Classroom Assessment Scoring System™ measure and to explore what the use of this
tool meant for them regarding their ability to grow professionally.
The use of technology served as a platform for collecting data from a small cohort
of preschool teachers as they were introduced to the Pre-K CLASS™ measure as a means
of their professional development. An electronic interview tool (SurveyMonkey) and a
participant blog was designed to elicit dialogue and capture insights into the lived
experiences of these preschool educators. The data corpus was themed via the
phenomenological methodology.
Two research questions framed the study. The first research question was “How
do teachers perceive the use of the Pre-K CLASS™ as a professional development tool?”
This research question was designed to request the voice of participants regarding their
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perceptions about the Pre-K CLASS™ tool. The second research question was, “What
insights do teachers have regarding how Pre-K CLASS™ data can be useful for them in
order that they can grow as professionals?” The results of this study indicated that
preschool teachers recognized the Pre-K CLASS™ measure as trustworthy, beneficial
and an effective guide for their professional growth due to the tangible, helpful and
developmental manner in which resources were designed. Participants also found the
measure to offer windows of opportunity for them, their profession and the children
within their sphere of teaching influence.
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TABLE OF CONTENTS
Page
DEDICATION ............................................................................................................ iii
ACKNOWLEDGEMENTS ........................................................................................ iv
ABSTRACT ................................................................................................................ vi
LIST OF TABLES .................................................................................................... xiii
LIST OF FIGURES .................................................................................................. xiv
Chapter
I. INTRODUCTION ................................................................................................. 1
Statement of the Problem ................................................................................. 2 Purpose of the Study ........................................................................................ 5 Research Questions .......................................................................................... 7 Theoretical Framework .................................................................................... 7 Definition of Terms.......................................................................................... 8 Researcher’s Assumptions ............................................................................. 10 Researcher’s Reflections ................................................................................ 10 Significance of the Study ............................................................................... 13
II. REVIEW OF LITERATURE .............................................................................. 17
Overview ........................................................................................................ 17 Teacher Professional Development ............................................................... 18
Teacher Professional Development and Systems .......................................... 20 Pre-K CLASS™ as a Tool for Professional Development ............................ 26 Theoretical Basis – Reflective Practice and the Use of the Pre-K CLASS™ 31
III. PROCEDURES FOR DATA COLLECTION..................................................... 36
Research Design ............................................................................................ 36 Phenomenology as a Research Method ........................................................ 37 Research Questions ........................................................................................ 40 Participants ..................................................................................................... 40 Methods of Data Collection ........................................................................... 41
Protection of Human Subjects ....................................................................... 45 Data Analysis ................................................................................................ 47 Methodological Rigor .................................................................................... 50
IV. ANALYSIS OF DATA........................................................................................ 55
Description of Sample.................................................................................... 55 Procedures for Collection of Data.................................................................. 59 Recruitment ........................................................................................ 59 Invitation to Participate ...................................................................... 60 Question Categories ........................................................................... 61 Procedures for Data Analysis......................................................................... 65
Findings ......................................................................................................... 67 Presentation of Themes .................................................................................. 69 Research Question 1 (RQ 1) How do Teachers Perceive the use of the Pre-K CLASS™ as a Professional Development Tool? ................................ 70 Subthemes: Tangible, Helpful, Developmental ................................. 71
Research Question 2 (RQ 2) What Insights do Teachers have Regarding how Pre-K CLASS™ Data can be Useful for Them in Order that They can Grow as Professionals? ......................................................................... 73 Subthemes: Novel Viewpoints, a Chance for Classroom Climate Change ............................................................................................... 74
V. SUMMARY, IMPLICATIONS AND RECOMMENDATIONS ....................... 90
Summary of Study ......................................................................................... 91 Theoretical Basis as Reflected in Themes ..................................................... 93 Reflective Practice ............................................................................. 94
Social Learning Theory...................................................................... 98 Discussion of Study Limitations .................................................................. 100 Recommendations for Future Research ....................................................... 101 Summary ..................................................................................................... 105
A. SurveyMonkey Questionnaire Design Layout ............................................ 123 B. Electronic Mail Request for Follow Up ....................................................... 130 C. Institutional Review Board (IRB) Approval ................................................ 132 D. Consent to Participate in Research (SurveyMonkey). ................................. 134 E. Recruitment Flyer ....................................................................................... 136 F. Recruitment E-mail ...................................................................................... 138 G. Electronic Mail Invitation to Begin Study ................................................... 140 H. Demographic Information (SurveyMonkey) ...... ………………………….142 I. Electronic Interview Questions (SurveyMonkey) ....................................... 144 J. Demographic Characteristics of Participants ............................................... 146
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LIST OF TABLES
Table Page
1. Percentages and Response Count of Participants Self-reporting the Type of
Program Option in which They Teach ................................................................. 56
2. Percentages Self-reporting Their Highest Level of Education Obtained............. 56
3. Research Questions with Themes and Subthemes ............................................... 68
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LIST OF FIGURES
Figure Page
1. Screen capture of blog ......................................................................................... 44
Blended state, private pay and federally funded Head
a nswe re d q ue stio n
State subsidized child care
None of the above
Answe r Op tio ns
Federally funded Head Start
Other (please specify)
Private pay child care
Parent’s Day Out
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director with the CLASS tool”. None of the participants had previous experience with
any other version of the Classroom Assessment Scoring System™.
Six participants reported that their highest level of education obtained was a
bachelor’s degree. One indicated having earned a master’s degree in ECE – 4th grade.
Of the other degree majors indicated, one participant reported that she had a bachelor’s
degree in interdisciplinary studies with an early childhood certification and another with
interdisciplinary studies, K-4 certified. Alternatively, one participant documented a
bachelor’s degree in Social Sciences with a concentration in education. One participant
simply said, “I do not have a teaching certificate” while another commented, “I am State
[sic] certified.”
Figure 4. Participants self-reported levels of education
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Table 2
Participants Self-reporting Their Highest Level of Education Obtained
Finally, neither names nor the gender of participants were requested nor were they
provided. Instead, in order to protect the identity of each participant, a respondent
identifier was assigned by SurveyMonkey to each individual. For the sake of ease in
sorting, coding and writing, pseudonyms were assigned to comments.
Figure 5. Pseudonyms assigned to participants snapshot of demographic
information
Re sp o nse Pe rce nt
Re sp o nse Co unt
0.0% 00.0% 00.0% 00.0% 085.7% 614.3% 10.0% 0
70sk ip p e d q ue stio n
Some high school
Master’s Degree
High school diploma
a nswe re d q ue stio n
Answe r Op tio ns
Bachelor’s Degree
GED
Doctorate Degree
W ha t is yo ur hig he st le ve l o f e d uca tio n? (Answe r o ne )
Associate’s Degree
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Procedures for Collection of Data
Recruitment
A recruitment flyer (Appendix E) was emailed to the principal investigator’s
professional contacts requesting participants for this research study. The researcher is a
Certified Family Life Educator and member of the National Council on Family Relations
and a lifetime member of the National Association for the Education of Young Children,
as well as a member of other professional affiliations, which afforded the opportunity to
utilize email list services of colleagues to which the researcher had access to request
recruitment of appropriate participants. Participants were recruited by means of these
numerous professional affiliations through snowball sampling (Creswell, 2007), in which
participants who were experiencing the phenomenon of being a preschool educator
during the early stages of using the Pre-K CLASS™ as a means of professional
development were located by others. Therefore, preliminary contact by the researcher
was made with colleagues who were most likely to be able to reach teachers meeting the
criterion prescribed. Not only was enlistment via these means a viable technique of
broadening the search for appropriate participants, the method of participant selection
afforded sensitivity to possible power differentials by adding a degree of separation
between the researcher and the participant. Participants were not requested to divulge
information regarding how they were contacted.
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Invitation to Participate
Sixty-one potential participants contacted the researcher via the email address
provided on the recruitment flyer (Appendix E) and expressed interest in the study. An
individually tailored email was sent to each participant explaining that recruitment would
continue until enough participants were recruited. Individuals expressing interest that did
not meet the criteria were contacted via email and thanked for their willingness to
participate.
Twenty-four participants meeting the criteria prescribed were contacted for
inclusion via the email address that they provided upon initial contact with the researcher
(Appendix F). An explanation of the parameters of the study was provided within the
email as were links to the internet-based and password protected questionnaire were
submitted to the final twenty-four candidates (Appendix G). Following the
SurveyMonkey questionnaire, an automatically generated link to the password protected
blog was provided with instructions detailing how to access the blog and information
regarding the length of time that it would be available to the participants (Appendix A).
The private blog link was also shared with instructions about how this blog could be
used, the length of time that it would be available to participants, who would be allowed
access to it and what participants would be asked to discuss. Third and finally,
participants were provided information regarding the researcher’s electronic mail address
and advised that at the close of the study, a concluding opportunity would be provided in
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order to offer insights into any additional perceptions that surfaced about the Pre-K
CLASS™ as a means of professional development.
Acknowledgement of risks and protection of human subjects, consent forms and
demographic queries were imbedded within the SurveyMonkey questionnaire (Appendix
A).
Question Categories
Six demographic questions and an additional seven interview questions were
fashioned based upon the work of Patton (2002). Questions that were established
included those of a demographic nature, experience and behavior questions, opinion and
value questions, feeling questions, knowledge questions, and sensory questions. Each
type of question will be briefly highlighted.
Demographic and background questions were asked of each participant to help
the researcher understand their professional expertise, experiences, educational levels and
status of funding for the preschool program in which they worked. Demographic and
background questions preceded the additional electronic interview questions.
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Figure 6. Screen capture of SurveyMonkey format demographic questions Experience and behavior questions were described by Patton (2002) as questions
that would have the participant describe experiences or actions in which they have
engaged. An example of an experience or behavior question in the case of this study
would be asking the preschool teacher to describe the experience of being assessed by a
certified Pre-K CLASS™ observer. The question asked in this category allowed the
researcher to garner how the teacher perceived her role of being the recipient of a
standardized observation through her eyes.
The second type of question used in this interview was an inquiry based upon
feelings. Questions of this nature focus on the emotions that participants have with the
phenomenon. The feeling question for this survey requested that participants described
how they felt about the actual Pre-K CLASS™ tool.
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Knowledge questions inquire about what participants know. A knowledge
question for this study asked participants about what they knew about the purpose of the
Pre-K CLASS™.
Opinion and value questions were also employed in an effort to gain insight into
what Pre-K teachers thought was important for them regarding the use of the Pre-K
CLASS™ as a means of professional development. A focal point of this study was the
perceptions of preschool teachers, which are opinion based and valued laden.
A sensory reflection was also employed to help the participant elicit the corporeal
essence of the atmosphere as she was observed within her classroom. Teachers were
asked to reflect upon their tangible surroundings when being observed by a certified Pre-
K CLASS™ observer by remembering a time when they had experienced a Pre-K
CLASS™ observation.
Figure 7. Screen capture of SurveyMonkey format electronic interview questions section All of these questions were scripted (Appendix I) and deposited into the web-
based, electronic system, SurveyMonkey (Appendix A). This afforded the researcher in-
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the-moment entry into the world of each participant at the point in which the initial
feelings and thoughts regarding the Pre-K CLASS™ were most present, which is
especially revealing in phenomenological research. Rather than being prohibited from
interaction with participants due to time or distance, the researcher was able to capture
insights from participants electronically. Seven participants responded to the
questionnaire, completing it entirely.
Second, in addition to the one time use of SurveyMonkey as an independent form
of participant internet journaling in response to the open-ended questions provided by the
researcher, an interactive, open-ended participant blog was created. This blog was
established in order for participants to reflect upon the initial responses within the
questionnaire and then to dialogue with one another regarding their perceptions of the
use of the Pre-K CLASS™ as a professional development tool. The blog afforded
participants an additional platform to share their perceptions as many times as they
wished for two weeks (following the initial response to the SurveyMonkey
questionnaire). Participants were able to revisit any ideas that emerged during that period
of time and write about perceptions regarding the use of the Pre-K CLASS™ as a
professional development tool. A total of seven participant blogs were collected.
Individual and interactive entries were included. Participants did not sign off as had been
requested by the researcher (Appendix A). The use of time stamping between
SurveyMonkey and blog entries served to provide the researcher with information that
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allowed a secondary plan of identification for the purposes of classifying participant
responses.
Finally, at the close of the study, an email was submitted to all participants from
the researcher (Appendix B) requesting final follow-up thoughts, perceptions and
participant reflections. Participants did not provide a response to this request which made
data collection less robust.
Use of the two of three originally intended discrete types of electronic resources
provided participants the occasion to ponder and process what they were thinking, feeling
and experiencing in the lived moment. The purpose of this fluid entry into a safe, private
space was to allow deep, personal reflection and a written recording of what could be an
iterative and evocative internal self-dialog, which is necessary according to the theory of
reflective practice (Schön, 1983, 1987). Employing SurveyMonkey and the participant
blog permitted each participant to cross the threshold from their lives as Pre-K teachers
into a journaling experience, similar to a diary, whereby the participant could
intentionally and imaginatively document the perceptions that surfaced and in so doing,
provided a vehicle for deepening their understanding of how the use of the Pre-K
CLASS™ could support them professionally.
Procedures for Data Analysis
All data collected was in the form of text provided by participants and gathered
electronically in response to open-ended and other questions asked by the researcher. For
this reason, transcription was not necessary. Narrative data were mined from the actual
66
participant text, solicited via the responses to interviews within SurveyMonkey and
internet participant blogging. Information collected was coded, themed (Saldaña, 2009)
and analyzed in order to gain insight into the lived experiences of the preschool teachers
who were subject to the Pre-K CLASS™ as a new professional development tool.
Question and Response Q: From the perspective of a Pre-K teacher, what are your initial impressions of the Pre-K Classroom Assessment Scoring System™?
Participant: Angelica
Codes: Exciting, respect, belief, captures the depth of teaching young children, chance to learn as a teacher, beneficial, chance to improve
Themes: Opportunity, Beneficial, Trusted
“The initial impression I had of the Pre-K classroom assessment was, WOW! Who would have thought there was so much behind teaching preschool. The more I learned about the system the more I became consciously aware of the children's needs, the learning environment, and become a high quality educator.”
Figure 8: Example of coded, “Themed” transcription
Themeing
Three complete readings of all data collected took place before codes were
assigned and subsequent themes and concepts within themes emerged. The first reading
introduced the researcher to the general content captured by participants. The second
reading afforded the researcher the opportunity to begin noting possible similarities
among the responses or outstanding nuances that should be revisited. At this juncture, the
researcher began chronicling the wave of concepts that began floating to the
consciousness by creating several types of color-coded documents or code-books. The
process of horizonalization allowed the researcher to afford each participant comment
equal value, hence capturing the horizon of their experience, while phenomenological
reduction helped the researcher to eliminate repetitive statements (Moustakas, 1994). The
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third reading reconsidered any similar words or phrases and begin capturing themes that
were emerging in relation to the research questions posed. Invariant constituents were
captured during the third reading and the researcher began to assign codes to responses
following. Explicit and implicit themes and concepts within themes surfaced and
quotations that expressed each theme were highlighted.
Peer Debriefing
The use of more than one researcher to collect and interpret data, also known as
peer debriefing provided insight and helpful interpretations of data that required further
exploration (Lincoln & Guba, 1985). Peer debriefing is “…a process of exposing oneself
to a disinterested peer in a manner paralleling an analytical session and for the purpose
of exploring aspects of the inquiry that might otherwise remain only implicit within the
inquirer's mind" (Lincoln & Guba, 1985, p. 308). De-identified raw data was emailed to
the peer debriefer by the researcher following all themeing (Saldaña, p. 13) so that codes
and themes could be critically explored. The peer debriefer served as a second set of eyes
for the purposes of scrutinizing data captured. Numerous telephone discussions helped
the researcher to bracket assumptions or preconceived notions thereby supporting the
important assurance that the researcher captured, with as much accuracy as is humanly
possible, the perspectives of the participants.
Findings
Two research questions framed the present study. The first research question was
“How do teachers perceive the use of the Pre-K CLASS™ as a professional development
68
tool?” This research question was designed to request the voice of participants regarding
their perceptions about the Pre-K CLASS™ tool. The second research question was,
“What insights do teachers have regarding how Pre-K CLASS™ data can be useful for
them in order that they can grow as professionals?” This research question was designed
to elicit from participants ideas about how the Pre-K CLASS™ tool could influence their
professional development. Participants in this study made frequent connections between
their perceptions about the Pre-K CLASS™ and how the use of this measure could be
useful for them professionally. Therefore, five major themes informed the two research
questions. The first research question revealed one theme within which three subthemes
emerged. The second research question exposed three themes with two sub-themes and
five discrete concepts woven throughout the themes.
Table 3
Research Questions with Themes and Subthemes
RQ1. How do teachers perceive the use of the Pre-K CLASS™ as a professional development tool?
Themes Subthemes
Effective tour guide of preschool teachers
Tangible
• Visual • Hands-on
Helpful
Developmental
RQ2. What insights do teachers have regarding how Pre-K CLASS™ data can be useful for them in order that they can grow as professionals?
Themes Subthemes
(continued)
69
Windows of opportunity
Novel viewpoints/Inside-Outside
• Elicits outside support
• Redefines internal focus
A chance for classroom climate change
• Illuminates the needs of children
• Defines a standard
• Professional elevation
Trustworthy
Beneficial
Presentation of Themes
Two research questions guided the present study and were intended to give voice
to participants regarding their perceptions about the Pre-K CLASS™ tool and to elicit
from participants ideas about how the Pre-K CLASS™ tool could influence their
professional development. The following is a presentation of the themes that emerged as
a result of the research conducted.
Participants in this study were able to reveal a variety of perspectives about the
Pre-K CLASS™ measure and presented attitudes that were largely concentrated upon the
positive prospects that they believed the Pre-K CLASS™ presented to them as
professionals.
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RQ1. How do Teachers Perceive the use of the Pre-K CLASS™ as a Professional
Development Tool? Effective Tour Guide of Preschool Teachers
Using the SurveyMonkey questionnaire and participant blog, respondents within
this study expressed views that the Pre-K CLASS™ measure created a clearly articulated
means by which they could grow professionally. They verbalized a belief that the Pre-K
CLASS™ was for them an effective tour guide that they could follow to improve their
performance.
Participants reported that the Pre-K CLASS™ provided teachers with targeted
opportunities for professional development. Participants expressed that the Pre-K
CLASS™ measure was a dependable source (that it showed them where they were) and a
constructive tool (that it showed them how to go further). It created for them the potential
to steer themselves toward specific behaviors that would grow them as educators.
Participants made connections regarding how this research-based measure could inform a
shift in the preschool arena by defining areas of professional need and creating the
opportunity to grow individual teachers. Alehy, a teacher with 23 years of teaching
experience, said it this way:
The thing I like most about the CLASS is that it is more appropriate for
evaluating what goes on in the “early childhood” classroom than the PDAS. The
CLASS is broken down in to specifics where the PDAS is broader.
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Amber, a participant with far less teaching experience than Alehy wrote:
…it is a good way for an individual to make sure they are providing and
maintaining all the things that young children need, to see how they are doing in
these specified areas, and to also see where they have room for growth as a
professional and teacher.
Subthemes: Tangible, Helpful, Developmental
Three subthemes within the theme of effective tour guide materialized. Teachers
within this study were able to learn from their Pre-K CLASS™ experiences due to the
tangible, helpful and developmental ways in which the measure was supplementing their
professional development.
Tangible. One manner in which participants found the Pre-K CLASS™ to be the
most effective was through observation feedback and the exemplar videos that have been
created by Teachstone to promote effective teaching practices. Angelica, a teacher of two
years said she valued being able to see in the videos “…real experiences, how teachers
handle different situations.” Amber, who had three years of teaching experience at the
time of this study said that both feedback and the exemplar videos from Teachstone were
valuable to her but that she needed more:
…it would be nice if when we are observed by those who are trained in the
CLASS scoring system we also receive a feedback sheet. This way we can work
on these areas and also so those in the administrative seat know what type of
72
professional development to plan. I also feel like it would be helpful if the videos
were a bit longer so we might see a complete picture during trainings.
August articulated that the videos helped to create a tangible vision for her, a
“bar” or standard within the profession of early childhood that she believed “should be
held high”. However, she expressed that the classrooms represented within the films did
not seem to epitomize her personal reality as a Head Start teacher by stating, “…some of
the short videos that we were able to watch were not realistic to our Head Start
classroom.”
Helpful. The idea of the Pre-K CLASS as effective tour guide also unearthed the
subtheme of helpful. Amber expressed that she viewed the Pre-K CLASS™ as a measure
that helped to guide “professional development… based on the needs of the teachers and
tailored to the weakest areas on their CLASS observation.” Ami said that the Pre-K
CLASS™ served to “improve my relationship with children to provide them the safest
emotional climate possible” while also expressing her “hope that it would be an indicator
of future prof.[sic] dev. [sic] needs”.
Developmental. While all three subthemes were reflected within Anna’s words
when she mentioned the importance of understanding the tool and what it actually
evaluated, the subtheme of developmental was more pronounced. She found the Pre-K
CLASS™ materials to be both tangible and helpful for her but also developmental in
nature. Anna shared that her program used the Pre-K CLASS as a professional
73
development resource when preparing less experienced educators as they entered her
program:
Reading over the material and reading over how they evaluate our classroom and
how the top rated classrooms are, it helps to make it my classroom better and we
use it as a teaching tool for new teachers and assistants and aides when they come
in.
Whether teachers had many years of experience or very few (Appendix J),
participants within this study expressed that the Pre-K CLASS™ measure offered a
developmental and dynamic means by which their teaching practices could be improved
due to the nature in which it effectively guided them on the road towards enhanced
performance.
RQ2. What Insights do Teachers have Regarding how Pre-K CLASS™ Data Can
be Useful for Them in Order that They Can Grow as Professionals?
Windows of Opportunity
All participants in this study viewed the Pre-K CLASS™ measure in an optimistic
manner and articulated that this assessment and the results therein were not only
important for them as professionals but also had the potential to really benefit children by
facilitating a better understanding of the needs of the children within their sphere of
influence. These perspectives created a series of opportunity categories: (a) novel
viewpoints/inside-outside and (b) a chance for classroom climate change. Within each of
these subthemes became visible additional discrete classifications. As participants shared
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their perspectives regarding novel viewpoints, it was notable that they described use of
the Pre-K CLASS™ as a stimulant to outside support while offering the possibility for
personally redefining their internal professional development focus. The Pre-K CLASS™
offered participants newly attuned internal professional lenses as well as helpful external
lenses that provided participants with evidence which they could employ to create
classroom climate change. The chance for change within the classroom was revealed to
expand outwardly as national standards influenced the expectation of classroom quality,
thereby elevating the profession. Finally, two additional themes framed responses of all
participants. The perspective that the Pre-K CLASS™ measure could be trusted and was
considered beneficial to adults and children was voiced throughout the responses
captured. Additional discussion and examples of each element will be further described.
Subthemes: Novel Viewpoints, a Chance for Classroom Climate Change
Two subthemes within the theme windows of opportunity materialized. Teachers
within this study were able to learn from their Pre-K CLASS™ experiences due to the
opportunity that the Pre-K CLASS provided to them through outside observation and
internal reflection. They also expressed an awareness of the ways in which use of this
measure could support changes both within their personal classrooms and more broadly.
Novel viewpoints/inside-outside. Preschool teachers employed the
SurveyMonkey questionnaire and blog to discuss their unique perspectives about the Pre-
K CLASS™ tool, a standardized measure that is used to observe the interactions between
children and their teachers (Pianta et al., 2008). With the Pre-K CLASS™ measure,
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anecdotal observation notes articulate specific indicators and behavioral markers within
ten dimensions found within each of three domains. These observational notes detail
specifically what was observed using a common language and definition for each one of
the CLASS™ dimensions (Pianta et al., 2008). Observations using the Pre-K CLASS™
are conducted in twenty-minute increments a minimum of four times and a maximum of
six times throughout the day (with some exceptions) (Pianta et al., 2008). Anecdotal
notes are captured by a professional who comes into the classroom. The individual who
comes from the outside sorts behaviors noted and a score is then derived (from a Likert-
type scale ranging from 1 to 7). While the numerical scores of these observations would
not be the focus of reflective practice for the teacher, higher scores in all dimensions
(except for Negative Climate) do indicate stronger outcomes for children (Pianta et al.,
2008).
Analysis of the data collected in the present study revealed a subtheme that the
Pre-K CLASS™ offered the opportunity for both external support and an internal
motivation to recalibrate teaching practices. Trained Pre-K CLASS™ observers (Pianta,
LaParo, & Hamre, 2009) typically enter into a space that is essentially the teaching
territory belonging to that community of learners. In this study, teachers were afforded
the opportunity to describe what these observations felt like and meant to them as the
ones being observed. Novel points of view presented by the outsider (the Pre-K
CLASS™ observer) were revealed as critical in providing teachers with new information.
Teachers in this study revealed that the data derived and shared created the potential to
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shift teaching behaviors although the process was not categorized as necessarily
comfortable.
Angelica, a relatively new teacher with only two years of experience as an
educator, spoke of her feelings regarding when she was observed by a certified Pre-K
CLASS™ observer. “It was overwhelming! I was nervous because of all the components.
Even though I try to work on these daily, there are some things that I could use more
training on.” Specifically, regarding her professional development and what the Pre-K
CLASS™ could provide to help her, Angelica said, “I like to see real experiences, how
teachers handle different situations.”
Anna expressed similar feelings regarding her reflections on the Pre-K CLASS™
observation conducted in order to assess her teaching. Even though she has been teaching
for over eleven years and has had experience with other types of professional assessments
she stated, “It was a little overwhelming. I have been assessed for many years but when
the CLASS started and we did not know much about it, I was nervous and worried but
did the best I could” while later stating, “I like it. It is very helpful in the classroom and
also to see in action from an outsider.”
Amber, with three years of teaching experience said:
When I think about CLASS I feel anxiety. Anxiety that I will not be able to meet
up to the standard that I set for myself and that others have for me even when I
work my hardest to incorporate it all.
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Twelve year teacher, Ami simply selected the term “non intrusive” to describe her
experience of being observed with the Pre-K CLASS™ measure, while August, a 23 year
teaching veteran said that being observed with the Pre-K CLASS™ tool gave her a
feeling of being “overwhelmed” and went on to mention that the idea of being assessed
with the Pre-K CLASS™ made her feel a bit unbalanced because of the changes
expected:
Its [sic] a lot of changes in the way we have been taught to teach in the past. I'm
not saying there [sic] bad changes, I believe it's for the better, it's [sic] just goes
against ideas and routines we have used for years. We are all creatures of habit
and change is never easy.
Alehy, another teacher of 23 years has a bit more experience with the Pre-K
CLASS™ measure, although her program is still in the nascent stage of using the Pre-K
CLASS™ to support professional development. She recalled that she was “nervous and
overwhelmed initially. However, this is my 5th year of exposure to the CLASS and each
year I become more knowledgeable about its expectations.”
Ayleen, a participant with only a year of teaching experience said she felt that the
Pre-K CLASS™ assessment “…helps me to understand what I can do to be the best
educator. As a new teacher CLASS helps me check myself in the classroom.”
While four of the seven commenters mentioned the term “overwhelming” when
they reflected upon the observations that they had experienced by certified Pre-K
CLASS™ observers, they used that term to qualify an uncertainty about what they might
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not yet understand about the measure rather than feeling that the Pre-K CLASS™
observation in and of itself was an overwhelming experience. Ayleen was not fazed by
Pre-K CLASS™ observations however and said that when observed she felt “like a
normal class day”. Amber put it this way:
At first I felt anxious and nervous about someone I did not know or was
comfortable with being in my classroom to watch me. However once she was in
the room I was able to focus on the teaching and my worries left me.
August had a similar point of view: Any observation is nerve wracking, most students act diferent [sic] when there is
a stranger in the room. I was a little intimidated because I knew that they would
be looking for so many different examples covering areas different than any that
we had ever been screened for before.
All respondents reflected a hopeful outlook in that ultimately they understood the
results would be supportive to them as they continued to grow professionally even if the
initial use of the tool was created some disequilibrium, as expressed by Alehy when she
reflected upon being observed with the Pre-K CLASS™ measure, “It was somewhat
unnerving, but I know what I want to accomplish with my kids. So, I continued to do
what I always do, teach.”
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However, in order for these teachers to grow in the most effective manner,
participants mentioned that they required some specific types of support. For instance,
Amber articulated:
I am a newer teacher in the Pre-K setting, so I am just now learning about the
CLASS reviewing system. I definitely think CLASS will be a good tool to use for
schools in regards to observing for the Early Childhood setting. It is a good way
for an individual to make sure they are providing and maintaining all the things
that young children need, to see how they are doing in these specified areas, and
to also see where they have room for growth as a professional and teacher. In my
own experience it would be nice if when we are observed by those who are
trained in the CLASS scoring system we also receive a feedback sheet. This way
we can work on these areas and also so those in the administrative seat know what
type of professional development to plan. I also feel like it would be helpful if the
videos were a bit longer so we might see a complete picture during trainings.
Besides the manual that the Pre-K CLASS™ provides for training, video clips
located within a Teachstone video library are a vital aspect of the Pre-K CLASS™,
especially for teachers who are initially learning what the Pre-K CLASS™ measures.
These brief exemplar clips (sometimes seconds long, sometime a minute or two) reveal
actual preschool classrooms in action and tie the behaviors and interactions witnessed to
specific Pre-K CLASS™ dimensions within overarching domains. Subscriptions to the
Teachstone exemplar video library can be purchased so that teachers and Pre-K
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CLASS™ trainers can learn from what they see and put similar actions into practice. For
credentialing purposes, longer videos (typically about twenty minutes in length) are used
to assess the reliability of those seeking Pre-K CLASS™ certification. Amber’s mention
of the Teachstone videos needing to be longer indicated that she desired more visual
examples in order to maximize her learning about the expectations of the Pre-K
CLASS™ but she noted that the purpose of the Pre-K CLASS™ is “…to observe
teachers and let the centers know what areas they need to improve on.”
Anna stated that her belief about the intent of the Pre-K CLASS™ measure was to
support teachers in achieving the best possible early childhood classroom atmosphere.
I believe it is used to assess each individual teacher on how well the classroom is
ran [sic] and if they are doing what is expected of an early childhood educator and
creating those positive and safe environments for the children. Reading over the
material and reading over how they evaluate our classroom and how the top rated
classrooms are, it helps to make it my classroom better and we use it as a teaching
tool for new teachers and assistants and aides when they come in.
A similar belief was expressed by all participants, noting that the measure had the
capability of not only gauging what is observed but also defining for teachers’ effective
classroom teaching behaviors. Ayleen noted that she believed the purpose of the Pre-K
CLASS™ is “…to help educators and admins have a set standard of expectations in the
class. These standards help give the students the best interactions with educators within
the class” while Alehy said that she sees the purpose of the Pre-K CLASS™ as one that
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will help her, “to improve” her “teaching skills.” August said she felt the purpose of the
Pre-K CLASS™ is “…to make sure the time we spend with our students is effective in
everyway [sic], by supporting educational and emotional needs.”
Angelica said:
The purpose behind the Pre-K Classroom Assessment Scoring System is to see
which teachers are the most effective. Also providing a window of opportunity for
teachers to increase the educators [sic] knowledge and become more effective. I
use each component as a learning opportunity. I focus on the ones that I know I
need help on by selecting trainings that can prepare me to become a better
teacher.
A chance for classroom climate change. Data mined from preschool teacher’s
responses about the Pre-K CLASS™ tool in the present study uncovered an additional
subtheme within the windows of opportunity theme that furthered their perspectives
about use of the Pre-K CLASS™ measure. Within this subtheme appeared three concepts
about the use of the Pre-K CLASS™ measure: 1) an opening to reshape classroom
practices within preschool settings 2) based upon the needs of children and 3) reflective
of a national set of standards that the Pre-K CLASS™ defines. Of note, preschool
teachers in this study illustrated the potential for a metamorphosis of teaching practice
went beyond what occurred in a single classroom with Pre-K CLASS™. Global in
reference, the potential for preschool classroom transformation was appreciated at both
the micro and macro levels by participants.
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Ayleen articulated it this way:
CLASS is fairly new to me and my school. As a newer preschool teacher I
appreciate the checks and balances it offers to me. I can sit and look back at my
week and see if I have met CLASS expectations. If I am lacking in an area I can
work to grow there. I also feel as though it helps set a bar in those schools that
implement CLASS. I am a believer that the bar should always be raised and
CLASS is a great way to do so.
Within the blog, August agreed with Ayleen’s comment but added a concern
about how relevant the videos in the Teachstone video library were to her particular
situation:
I also believe that the bar should be held high, but some of the short videos that
we were able to watch were not realistic to our Head Start classroom. The teacher
in most of the videos were working with a small group of children and you could
hear or see that there was additional staff. We have 16 to 20 students in our rooms
with one teacher and an aide.
In like fashion, Amber stated: I too believe that some of the short videos were not realistic because of the class
sizes on the video. I have 20 students as well, and when I was watching the videos
it was hard to get a good idea of what it should look like.
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However, what Angelica noticed was that the Pre-K CLASS™ compared her
relationships with children and her resulting teaching behaviors to those of other teachers.
She was able to understand herself as a professional in comparison to others within her
program and as well, at a national level. As she learned more about what the Pre-K
CLASS™ measured, she discovered that she was able to modify her instruction to meet
the individual needs of children and reconfigure her classroom environment; all aspects
that she hoped would be evident in the next round of Pre-K CLASS™ observations:
It actually shows me what the standards are for national, our agency level and
where I am rated and I use it to work on improvements in my room and with staff
to make each area better and when the next assessment comes around I hope my
improvements show. Also I take the suggestions from the observer and implement
them to help improve my teaching and my room as well.
Participants found the Pre-K CLASS™ tool to be useful in helping them grow
professionally. Honor to be a member among those within early childhood workforce was
also reflected among those responding. Recognition that research and the public were
focused upon preschool classrooms highlighted not only a certain level of awe and
responsibility but also a consciousness of the need for integrity when shaping the lives of
young children.
When responding to how the Pre-K CLASS™ could be most effective as one
means of her professional development, Anna said she would need “to be trained
thouroughly [sic] in all the dimensions of class [sic] and understand why we use it as an
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assessment and how it can improve me as a teacher and my helpers in my room and other
co-workers…” Anna also mentioned that being trained on topics that the Pre-K
CLASS™ tool defines and understanding the Pre-K CLASS™ “would be helpful to all
staff” and that she would need to “continue learning and training on CLASS yearly and
throughout the year”. Amber noted:
Professional development could be developed based on the needs of the teachers
and tailored to the weakest areas on their CLASS observation. I feel like in order
for the CLASS system to be used in an effective manner, a trained observer would
need to share the individuals score and not just a summary to each center. This
way the individuals would have a better chance of improving on themselves as
professionals and teachers.
Angelica’s reaction was emphasized by excitement when she first considered the
Pre-K CLASS:
The initial impression I had of the Pre-K classroom assessment was, WOW! Who
would have thought there was so much behind teaching preschool. The more I
learned about the system the more I became consciously aware of the children's
needs, the learning environment, and become [sic] a high quality educator.
August’s response indicated the need for detailed feedback: It could be very helpful, but I think they could be more specific and it would be
nice if someone would show us what the right way is instead of just telling us
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what we did wrong. It's great like I said if training is available to actually show
you how to do it right not just tell you or have you read it. I am a very visual
learner. I think it is a tool to help us to work towards and maintain a positive
climate in our classrooms.
Anna revealed a growing sense of awareness about the potential implications
regarding the use of the Pre-K CLASS™ measure by noting that, “once we used the
program more than once I realized how important it is and why it is used to assess our
program” while Ami, the most perfunctory of responders stated that she thought of the
Pre-K CLASS™ measure as a “…great measuring tool that measures the climate of the
classroom… and the relationships of the adults and the children.”
Ami expressed that she felt “confident” when thinking about the Pre-K CLASS™
while Anna said she was “overwhelmed, but remind myself what I am here for and why
we need to be assessed and that I can always be improved.” Finally, Angelica said,
“When I think about the Pre-K Class, I feel like it is a useful tool to help me become a
high quality educator.”
Trustworthy
Qualitative researchers are charged with unearthing and understanding both what
is stated and what is not said during interviews and during the data analysis process. At
the manifest level, researchers use the directly observable information that is procured to
classify themes while also recognizing the value and meaning of what is not said as a
form of latent data (Boyatzis, 1998). According to Maxwell (2005) the researcher is
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“… the research instrument in a qualitative study, and your eyes and ears are the tools
you use to make sense of what is going on (p. 79)." Many themes within the present study
were quite explicit, coded relatively quickly and easily confirmed. The researcher also
recognized latent themes that developed. Based upon the comments provided, the Pre-K
CLASS™ measure was framed within positive experiences and viewed by participants in
this study as implicitly trustworthy.
Participants indicated that the Pre-K CLASS™ reflected accurately what needed
attention within their teaching behaviors. While coding for themes, the researcher
discerned a mindfulness of the Pre-K CLASS™ measure as implicitly trustworthy.
Participants consistently used terms such as “help”, “improve”, “better”, and “important”
when reflecting upon their perceptions of the Pre-K CLASS™. An undertone of
confidence was noted that the Pre-K CLASS™ was available to preschool teachers in
order to provide accurate information that would support them as they sought to improve
their individual performance.
In a particularly telling statement that expressively represents this theme, Anna
said of the Pre-K CLASS™ measure:
I use it to make improvements in my room to make sure I am giving 100% and
that I am being the best teacher and caregiver that I can be. Showing the results
according to national standards, our agency standards and where [sic] my
standards in my room can help me make improvements in my room and my
teaching and with my coworkers to make sure that we are doing our best. If I am
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low in one area, I read up on that area on how I can improve and do what I can to
bring that score up in that area and overall.
In a similarly robust comment from Angelica, the implicit trust of the Pre-K
CLASS™ as a valuable tool for enhancing teacher professional development was made
clear:
Pre-K Class is a learning tool for me to become a highly effective teacher. I use it
to select trainings to improve in the areas that are low. It also makes me
consciously aware of my teaching, regards [sic] for the students, and how my
classroom is perceived by others.
Ayleen commented: This helps me to continue to grow as an educator. If [sic] allows me to measure
myself and how I can continue to benefit my students. I use CLASS to measure
my self [sic] outside of my observation time. I can look back at my week and
note specific moments that correspond with CLASS.
Beneficial
The final theme that encapsulates participant comments from preschool teachers
included within this study is beneficial. Repeatedly, participants spoke of the
advantageous and favorable outcomes that they believed the Pre-K CLASS™ could
create for them and the children they were influencing. Angelica said this, “When the
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class [sic] observation is completed the feedback helps me to find out which objectives I
need to work on. I choose trainings and any other opportunity of learning to better my
self [sic] as an educator.”
Statements such as this were woven throughout the initial impressions and the
expressed beliefs of preschool teachers within this study.
Synthesis of Themes
Preschool teachers within this study viewed the Pre-K CLASS™ measure in an
enthusiastic manner and articulated that this assessment and the results therein were not
only important for them as professionals but also had the potential to categorically benefit
children. Preschool educators who used the data provided by the Pre-K CLASS™ had the
opportunity to develop a better understanding of the needs of the children within their
sphere of influence. The perspectives shared by participants unearthed a series of themes
and subthemes. As participants shared their perspectives regarding the Pre-K CLASS™
as an effective tour guide and one that could offer windows of opportunities, they
discussed the tangible and helpful nature of the tool, and the novel viewpoints that it
provided to them so that they could shift their attention to changing behaviors within their
professional sphere of influence. It was notable that they described use of the Pre-K
CLASS™ as a stimulant to outside support while offering the possibility for personally
redefining their internal professional development focus. Newly attuned outside and
inside Pre-K CLASS™ lenses provided participants with evidence which afforded them
the occasion to create classroom climate change. The chance for change within the
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classroom was revealed to expand outwardly as national standards influenced the
expectation of classroom quality, thereby elevating the profession. The perspective that
the Pre-K CLASS™ measure could be trusted and was considered beneficial to adults
and children was voiced throughout the responses captured.
Summary
This chapter presented the results of the study which illuminated the initial
perceptions of preschool teachers after being introduced to the Pre-K Classroom
Weisberg, D., Sexton, S., Mulhern, J., & Keeling, D., (2009). The widget effect: Our
national failure to acknowledge and act on teacher effectiveness. New York,
N.Y.: The New Teacher Project.
Whitaker, S., Kinzie, M., Kraft-Sayre, M. E., Mashburn, A., & Pianta, R. C. (2006). Use
and evaluation of webbased professional development services across participant
levels of support. Early Childhood Education Journal, 34(6), 379-386.
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APPENDIX A
SurveyMonkey Questionnaire Design Layout
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APPENDIX B
Electronic Mail Request for Follow Up
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Dear Pre-K CLASS™ Research Participant, Thank you for taking the time to participate in my study entitled "Initial Perceptions of Preschool Teachers in the Nascent Stage of Employing the Classroom Assessment Scoring System (CLASS™) as a Professional Development Tool". This email serves as your final opportunity to express any additional thoughts or perceptions about how the Pre-K CLASS™ tool can help you to grow professionally. As I mentioned in the email that initiated this study (below), I would appreciate a response regarding your thoughts on the Pre-K CLASS™ by [date] at 7:00 p.m. Every comment that you have included in either the SurveyMonkey, blog or in your email response to me will be collected and analyzed to determine ways in which the Pre-K CLASS™ might be used to help you grow as a teacher. Thank you so much for supporting this project. Feel free to reply to this email with your final thoughts. For children, Kristy Joy Cox, ABD, M.Ed., CFLE Doctoral Candidate [email protected] 806.793.9877
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APPENDIX C
Institutional Review Board (IRB) Approval
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APPENDIX D
Consent to Participate in Research (SurveyMonkey)
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TEXAS WOMAN’S UNIVERSITY
CONSENT TO PARTICIPATE IN RESEARCH (SurveyMonkey) Title: Initial Perceptions of Preschool Teachers in the Nascent Stage of Employing the Classroom Assessment Scoring System as a Professional Development Tool Investigator: Kristy Joy Cox [email protected] Advisor: Karen Petty, Ph.D. [email protected] Explanation and Purpose of the Research You are being asked to participate in a research study being conducted as part of my dissertation through Texas Woman’s University. The purpose of this research is to understand and capture your initial perceptions of the Pre-K Classroom Assessment Scoring System™ (Pre-K CLASS) tool and to explore what the use of this assessment tool may mean for you regarding your ability to grow as a professional. You have been asked to participate in this study because you have been identified as a preschool teacher in a program where the Pre-K CLASS™ is being used as a tool for your professional development. The information from the study will help inform researchers, policy makers and the general public about your experiences, perceptions and thoughts about how the Pre-K CLASS™ can be used to help you grow professionally. Description of Procedures You will be asked to volunteer to participate in three separate online sessions during the course of a three-week period. The first session will take place within a private, password protected SurveyMonkey questionnaire, whereby the total time for this session is expected to be no more than 45 minutes. Following the SurveyMonkey questionnaire, you will be provided the address to a password protected blog and be given a confidential passcode whereby you may use the blog for two-weeks to discuss any perceptions that you have which may have emerged since your SurveyMonkey questions were answered. You will be able to read, consider and respond to other blog responses by other participants. Because you will be working within a private, confidential space, it is important that you keep your identity and that of the program where you teach private. Please do not disclose your name or any other form of personal or employment related identification within that blog. The expected timeframe for the blog is no more than 30 minutes and will be available as needed until it closes to all participants within two weeks. Finally, you will receive and be asked to respond to the researcher via email with any closing thoughts, perceptions or ideas regarding the Pre-K Classroom Assessment Scoring System as a means of professional development. Your email response to the researcher is expected to take no more than 15 minutes. The total amount of time requested of you during that two-week timeframe should be no more than 90 minutes. In order to be a participant in this study, you must be 18 years of age or older.
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APPENDIX E
Recruitment Flyer
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ATTENTION PRESCHOOL TEACHERS!
Are you a teacher of children between 3-5 years old? Does your school use the Pre-K Classroom Assessment
Scoring System™ (Pre-K CLASS™)? Do you have ideas about how the Pre-K CLASS™ can help
you grow professionally?
If you answered yes to these questions, you are invited to participate in a research study through Texas Woman’s University entitled “Initial Perceptions of Preschool Teachers in the Nascent Stage of Employing the Classroom Assessment Scoring System™ as a Professional Development Tool.”
Individuals wishing to participate in the study should contact Kristy Joy Cox, Doctoral
Candidate at the number or e-mail below. The internet will be used to collect data regarding your perceptions, thoughts and ideas about how the Pre-K CLASS™ can be
useful for your professional development.
Your involvement in this study is completely voluntary and you may withdraw from the study at any time.
There is a potential risk of loss of confidentiality in all email, downloading and internet
transactions.
For more information, please call or email: Kristy Joy Cox [email protected] 806.793.9877
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APPENDIX F
Recruitment E-mail
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You are being asked to participate in a research study being conducted as part of my dissertation through Texas Woman’s University. The purpose of this research is to understand and capture your initial perceptions of the Pre-K Classroom Assessment Scoring System™ (Pre-K CLASS™) tool and to explore what the use of this assessment tool may mean for you regarding your ability to grow as a professional. You have been asked to participate in this study because you have been identified as a preschool teacher in a program where the Pre-K CLASS™ is being used as a tool for your professional development. The information from the study will help inform researchers, policy makers and the general public about your experiences, perceptions and thoughts about how the Pre-K CLASS™ can be used to help you grow professionally. Your involvement in this study is completely voluntary and you may withdraw from the study at any time. There is a potential risk of loss of confidentiality in all email, downloading and internet transactions. If you would like additional information concerning this study, I would be happy to speak with you individually by phone or in person. If you have any questions, feel free to contact me at [email protected] or by phone at 806.793.9877. I look forward to hearing from you and gaining insight into your experiences. Sincerely, Kristy Joy Cox Doctoral Candidate Texas Woman’s University Department of Family Sciences
Pre-K CLASS™ Study - Begin Now! Dear Pre-K CLASS™ Research Participant, Thank you so much for your willingness to provide input into my study entitled, "Initial Perceptions of Preschool Teachers in the Nascent Stage of Employing the Classroom Assessment Scoring System (CLASS) as a Professional Development Tool". Recruitment was a lengthy process and I appreciate your patience. This email serves as my invitation for you to proceed. This is a completely Internet-based research study, with three steps. You will be asked to 1.) complete a SurveyMonkey questionnaire, 2.) engage in a password protected Blog and 3.) respond to a final email from me. There are three sections to complete within the SurveyMonkey questionnaire. The first section is the "Consent to Participate". Once you have thoroughly read, understand and agree to the information presented, you may accept the conditions and continue into the "Demographic" section or you may decide not to participate and can simply close the survey. If you agree and continue to the "Demographic" section, you will be asked a few questions about your experience and level of education. When you have completed that short section, you will then be asked a series of 7 open-ended questions that are very important to my research. This section is entitled: "Electronic Interview Questions". At the close of the entire survey, you will then see an address to a password protected blog, with a username and pass code. Please copy and keep this information to yourself to protect all participants. For the next two weeks (culminating on [date], 2014) you may enter the blog as often as you wish to document additional thoughts related to this study. 1.) Decide on a name (an alias, not your name) that you will use each time you blog. 2.) Please sign off using that name each time. 3.) You may then communicate with other selected participants, read what they have written and move about the blog as you wish. At midnight on [date], the blog will close and all information recorded there (as well as within the SurveyMonkey questionnaire) will be collected and included in my analysis. On [date], you will receive a final email from me (from this email address to the email address that you provide) asking if you have any additional thoughts about the Pre-K CLASS. Please return a response to me no later than [date] at 7:00 PM. This information will be collected and included in my analysis also. You may begin (effective today) by clicking on the following link: https://www.surveymonkey.com/s/prekCLASSpreschoolteacherperceptions. Only those receiving this email should complete this link. Please do not forward this email or any information therein to others. Once again, please allow me to express my heartfelt appreciation for your willingness to participate. For children, Kristy Joy Cox, ABD, M.Ed., CFLE Doctoral Candidate [email protected] 806.793.9877
1. How many years have you been teaching preschool (age range of children 3-5)?
(open-ended response) 2. On which type of campus do you presently teach?
• State funded preschool • Private pay child care • State subsidized child care • Blended state and private pay preschool • Federally funded Head Start • Blended state, private pay and federally funded Head Start • Parent’s Day Out • None of the above • Other
3. Do you have any prior experience with the Pre-K Classroom Assessment Scoring System (CLASS)? Please answer yes or no. If yes, please explain. (open-ended response)
4. What type of teaching certificate do you possess? (open-ended response)
5. Do you have any prior experience with any other version of the Classroom Assessment Scoring System? Please answer yes or no. If yes, please explain. (open-ended response)
6. What is your highest level of education? (Answer one) • Some high school • GED • High school diploma • Associate’s Degree • Bachelor’s Degree • Master’s Degree • Doctorate Degree
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APPENDIX I
Electronic Interview Questions (SurveyMonkey)
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1. From the perspective of a Pre-K teacher, what are your initial impressions of the
Pre-K Classroom Assessment Scoring System™?
2. What do you believe to be the purpose of the Pre-K Classroom Assessment
Scoring System™?
3. Please complete this sentence: “When I think about the Pre-K CLASS™, I
feel…” Explain.
4. How could the information derived from observations conducted in your
classroom by trained observers using the Pre-K Classroom Assessment Scoring
System™ be helpful to you as a means of professional development?
5. What are some ideas that you have had regarding the Pre-K CLASS™ as a tool to
help you in your professional development?
6. Think for a moment about a time when a Pre-K CLASS™ observer entered your
room to observe you. What did that experience feel like to you?
7. “In order for the Pre-K CLASS™ to be most effective for me as a means of