Action Research

The world is changing and so is the way we approach the education of young children. The didactic teacher centered pedagogies are being challenged with constructivist views and the diversity of the learning population is being recognized. It is seen now that the environment created by teachers should be a positive one and value must be placed on the culture, language, and abilities of all students.
 
It is noted that literacy is needed across the curriculum and not simply in Language Arts classes. The whole child is served by teachers and not just taught what a curriculum decides. The need for innovation in universal design means that the diversity of the population is supported, from English learners to students with disabilities. The multiple modes of engagement and expression are a tenet of a good constructivist classroom that caters to the wholistic education of children.
 
In 2023 a  seasoned teacher with 13 years licensed practice effective instructional strategies was interviewed. The subject spoke at length in response to questions that the researcher subsequently coded into themes that served as a focal point for potential novice teacher training, through a professional learning group or PLG. The themes that arose from the interview are as follows: use of data (DATA); The use of technology (TECH); Reflection on action (ROA); Standardized Curriculum (SC); Promote Diversity/differentiates (PD/D); Professional Development (PRD);Intervention/Specialist (I/S) (see image 1).

The use of technology has been one of the main themes that arose from the interview followed by the Standardized curriculum and the promotion of diversity and differentiation. Interestingly enough, teacher reflection on action, intervention and specialists as well as the use of student data were all referred to less frequently than the aforementioned themes. These were followed by professional development opportunities being the least frequent theme discussed in terms of effective strategies already in play. 

“Diversity and inclusion call for innovative universal design in lesson planning. For young children this means multiple modes of expression and a materially diverse environment and have multiple modes of engagement. This might seem like a tremendous undertaking given the various pedagogies that hold precedence in practice within the early childhood education community, but it is the marriage of the established approaches, working congruently in the classroom setting that elevates the potential for student success within diverse populations.
“Support for teacher self-efficacy and availability of sustainable resources, not limited to but including technology, for facilitating curricula and environments that are diverse is imperative as the communities across the United States continue to diversify.
"To successfully create a learning experience that integrates curriculum for diverse learners in an online modality, individualized student goals remain a primary tool for design. Knowledge of what is available to the teacher and the students in terms of technology and access is important, followed by knowledge of the cultural background of the student and their families, just as in a traditional setting. Student interest plays a great part in how the lessons are presented and the multiple modes of teaching and learning create a rich basis for making a well rounded and well received lesson plan.” (Weygoldt, 2023)

“Administrators should be culturally competent and have “the skills related to culturally sensitive behavior management and social -skill development”(Cartledge et al., 2008,p.29). Only thus can they support The Instructor with guidelines and feedback for culturally appropriate Classroom culture Engage in a cycle of reflection and journaling. To develop and teach empathy, teachers first have to know themselves “(Derman Sparks & Edwards, 2009, as cited by Lauren Price & Steed, 2016, p.39) Identification of bias (Lauren Price & Steed,2016) is important for teachers to know themselves and work towards consciously eliminating practices and mindsets that are not conducive to the equitable teaching and learning environment needed.” (Weygoldt, 2023)
 
It is clear from the results of the interview that technology has found new expanded role in early education. For data collection, instructional methods and differentiation, the facilitation of diverse and equitable learning, the strategies and methods used by the interviewed veteran teacher were invaluable. Student centered instruction seems to be the most effective strategy discussed as seen by the need for data to drive any kind of instructional style or method. Without the student data collection, teacher reflection and application of analyzed smart goals, the potential for success is diminished.
 
The wealth of information about best practices is out there, when we collaborate with colleagues or conduct action research, we discover the means to having a more equitable environment for our diverse learners.
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References


Cartledge, G., Singh, A., & Gibson, L. (2008). Practical behavior management techniques to close the accessibility gap for students who are culturally and linguistically diverse. Preventing School Failure, 52(3), 29–38. https://doi.org/10.3200/PSFL.52.3.29-38

Lauren Price, C., & Steed, E. A. (2016). Culturally responsive strategies to support young children with challenging behavior. YC: Young Children, 71(5), 36–43. 

Weygoldt, C.A.K. (2023) Effective instructional strategies.
[Unpublished manuscript]. American College of Education. 


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Image 1.