Mona W. Matthews

A cross‐disciplinary examination of the prevalence of mixed methods in educational research: 1995–2005

This study examined the prevalence of mixed methods research published in 11 prominent English‐language international and U.S. national educational research journals from 1995 to 2005. A total of 2381 studies were reviewed by research teams in four educational disciplines: literacy, mathematics, social studies, and science. Of the articles examined, 332 (14%) were identified as using mixed methods. Results suggest little variation across disciplines and across the years in the number of studies using mixed methods. Further, mixed methods, although considered uniquely suited to examine complex educational issues, does not seem to be an increasingly popular research method. Issues in defining and identifying mixed methods in educational research are discussed.

Emergent Comprehension: Understanding Comprehension Development among Young Literacy Learners.

This article hones what is meant by ‘emergent comprehension’. The authors define emergent comprehension as the period when young children, prior to conventional reading, engage in meaningful experiences that stimulate the development and use of meaning-making strategies with potential to affect later reading comprehension. The construct ‘emergent comprehension’ reflects the theoretical line the authors drew from meaning making, viewed primarily via theories of child development, to reading comprehension as conceived by the RAND model, a commonly accepted conception of comprehension. A vignette from a three year longitudinal study of very young children’s literacy learning, illustrates the authors’ conceptions. The vignette, one of more than 100 collected in the first year of the study, is interpreted via the three dimensions of the RAND model as well as relevant research and theories from the child development literature. This new model contributes to a life-long theory of reading development (Alexander, 2006) as well as theories of emergent literacy (Clay, 1966).

Children learning with peers: The confluence of peer status and literacy competence within small-group literacy events

This study investigated the interactions of 16 first-grade children during one academic year as they participated in literacy events with their peers. Of particular interest was how children with different levels of acceptance from their peers and different levels of reading achievement experienced collaborative peer-only literacy events. A sociocultural perspective guided the investigation. Constructs related to the individual psychology of the children were also considered to gain insights into experiences of individual children. Data included 138 hours of classroom observations, video and/or audiotapes of the children as they participated in collaborative literacy events, assessments of the childrens reading ability, and assessments of the childrens acceptance by their peers. A constant comparative method guided the data analysis. The analysis suggests that issues related to peer acceptance and reading competence complicate childrens interactions during collaborative literacy events. While interactions during these events are a source of support for some, they may be a source of stress for others. Concepts critical to understanding how children with different levels of acceptance from peers and different levels of reading achievement experience these events are presented. Implications for classroom teachers and for researchers are presented. Este estudio investigo las interacciones de 16 ninos de primer grado durante un ano academico, mientras participaban en eventos de alfabetizacion con sus pares. Resulto particularmente interesante la forma en la que ninos con diferentes grados de aceptacion por parte de sus pares y diferentes niveles de lectura experimentaron los eventos colaborativos de alfabetizacion. Una perspectiva sociocultural guio la investigacion. Asimismo, con el fin de obtener conocimientos sobre las experiencias de cada nino, se consideraron conceptualizaciones relacionadas con las caracteristicas psicologicas de los ninos. Los datos incluyeron 138 horas de observaciones en el aula, registros de audio y/o video de los ninos mientras participaban en eventos colaborativos de alfabetizacion, evaluaciones de la habilidad de lectura de los ninos y de la aceptacion de los ninos por parte de sus pares. El metodo comparativo constante guio el analisis de los datos. El analisis sugiere que las cuestiones relacionadas con la aceptacion de los pares y la competencia en lectura complican las interacciones de los ninos durante los eventos colaborativos de alfabetizacion. En tanto que las interacciones durante estos eventos son una fuente de apoyo para algunos, pueden ser una fuente de ansiedad para otros. Se presentan conceptos criticos para comprender como ninos con diferente nivel de aceptacion por parte de sus pares y diferentes niveles de lectura experimentan estos eventos. Se presentan tambien implicancias para los docentes e investigadores. Diese Abhandlung untersuchte die gegenseitige Beeinflussung von 16 Kindern der ersten Klasse im Laufe eines Schuljahres, wie sie sich in Schreib-/Leseauseinandersetzungen mit ihren Mitschulern beteiligten. Von besonderem Interesse war es, wie Kinder mit unterschiedlichen Einstufungen in der Akzeptanz seitens ihrer Mitschuler und unterschiedlichen Stufen an Leseleistung kollaborative, nur aus Mitschulern bestehende Unterrichtsablaufe erlebten. Die Untersuchung orientierte sich an einer sozio-kulturellen Ausrichtung. Die Richtlinien bezogen auf die individuelle Psychologie der Kinder, wurden ebenfalls herangezogen, um so Einsichtnahme in die gemachten Erfahrungen der einzelnen Kinder zu erlangen. Die Daten erfasten 138 Stunden an Beobachtungen im Klassenraum, Video- und Audiobandaufnahmen von den Kindern wahrend sie an gemeinsamen Schreib/Leseablaufen teilnahmen, Beurteilungen der Lesefahigkeit der Kinder und Beurteilungen der Akzeptanz der Kinder seitens ihrer Mitschuler. Eine konstante, komparative Methode diente als Leitfaden fur die Datenanalyse. Die Analyse ergibt, das auf die Mitschulerakzeptanz und Lesekompetenz bezogene Sachverhalte das Zusammenwirken der Kinder wahrend der kollaborativen Schreib-/Leseablaufe eher komplizieren. Wahrend Wechselwirkungen im Verlauf dieser Auseinandersetzungen fur einige Schopfungsquellen der Ermunterung sind, konnen sie eine Quelle von Stress fur andere sein. Kritische Konzepte uber das Verstehen, wie Kinder unterschiedlicher Stufen der Akzeptanz gegenuber ihren Mitschulern - und unterschiedlicher Stufen in der Leseleistung - diese Auseinandersetzungen erfahren, werden dargestellt. Implikationen fur die Klassenlehrer und fur Forscher sind angefuhrt.

Mentoring in Literacy Education: A Commentary from Graduate Students, Untenured Professors, and Tenured Professors.

This commentary continues a dialogue which began among literacy teacher educators attending an alternative format session about mentoring in the academy at a national conference. Literacy teacher educators participated in an informal discussion centered on the nature of mentoring in the academy for doctoral students, untenured professors, and tenured professors. Doctoral students focused on their changing identities and roles in the academy, their concerns about navigating the political infrastructure of academia, and the importance of assuming a proactive stance towards obtaining mentoring, especially for part‐time doctoral students. Untenured professors focused on the ways they were inventing and reinventing themselves within the power and politics of academia and their need for more holistic mentoring during these turbulent times. Tenured professors were able to embed mentoring experiences into their scholarly work and find ways to benefit or learn from mentoring experiences. These mentors also found comfort in more informal mentoring that included self‐initiated endeavors centered on mutual interests. Our commentary draws on these discussions as well as the professional literature on mentoring to describe the importance of mutual trust and reciprocity in mentoring throughout all stages of academia with attention to cultural and linguistic diversity.

Addressing Issues of Peer Rejection in Child-Centered Classrooms

In many early childhood classrooms, teachers are providing more opportunities for children to interact with peers as they learn. For most children, these interactions are successful. However, for a few children, their attempts to interact with peers are ignored or rebuffed. If interactions are an essential component of the instructional program, then being denied access to them is tantamount to being denied access to learning events. Therefore, the children experience the psychological impact of rejection as well as the impact of being denied access to learning opportunities. This article explores this issue by: (a) describing the sociometric dimension (i.e., interpersonal relationships) within groups, (b) providing illustrations of how the sociometric dynamics in one classroom affected three children, and (c) presenting suggestions for maximizing the learning experiences for all children.

Interrupting Situated Practices: Critical Incidents in International Partnerships.

Abstract This paper examines the initial steps of an internationally funded project focused on enhancing teachers’ conceptual and pedagogical knowledge of literacy development in the Western Cape of South Africa. We asked what are the tensions and breakthroughs when engaged in international teacher professional development? Four lines of inquiry support this work: internationalization and production of knowledge, professional development structures, communities of practice, and ethic of care. Resulting themes included initial barriers, localized professional development, and enhancing teacher capacity for change. To explain the themes, we identified four critical incidents. This study has potential to inform the international community of new directions for teacher learning.

A comparative study of the literacy development of at‐risk children in graded versus nongraded classrooms

Abstract This study investigated the impact of a nongraded instructional organization on the reading and language development of 117 kindergarten through second grade age children. Sixty‐one children were in three nongraded classrooms (each composed of kindergarten‐, first‐, and second‐grade‐age children). Fifty‐six children were in three graded classrooms (one kindergarten, one first, and one second grade). A Pretest‐Posttest Control Group design was used. Approximately 80% of the children received free or reduced lunch and both groups had diverse populations of children. Reading development was measured using a story retelling procedure and ITBS reading subtest scores. Language development was measured by the Peabody Picture Vocabulary Test‐Revised, ITBS language subtest scores, and a T‐unit analysis of oral language. Findings indicated there were no significant differences between the two groups on any of the measures. The findings are important to educators who are implementing a nongraded organizatio...

‘A whole new world opened up’: the impact of place and space-based professional development on one rural South Africa primary school

ABSTRACT Project Partnerships Achieve Literacy (PAL) South Africa was designed to transform teachers’ pedagogical practices in literacy instruction in an under-resourced school and, by doing so, improve the reading achievement of foundation phase students (Grades R–3). Sociocultural and situative theories of literacy and learning frame the study. To gauge effectiveness of the Project, we undertook a two-year study to examine changes in learners’ literacy growth and teachers’ conceptual and pedagogical knowledge of literacy development as a result of the teachers’ participation in the Project. Given the dual aims of this study, we applied a qualitative dominant mixed methods design. Data analysis revealed three major findings: (1) teachers’ literacy practices shifted toward a more generative and culturally responsive approach ; (2) children’s literacy skills were positively impacted by teachers’ increased literacy pedagogical practices and knowledge; and (3) three characteristics of professional emerged that impacted teachers’ practices. Results indicate that for transformation in pedagogy and ultimately in learners’ literacy achievement, professional development must be placed and spaced, viewed as a process, and valued in a sphere of multiplicity in which social relations and real material practices are ongoing.

Environmental Contributions to Language and Literacy Outcomes in Bilingual English-Arabic Children in the U.S.

Recent research supports the potent role of the environment in the development of language and literacy. While substantiated in research addressing language and literacy of many young children from various cultural and linguistic backgrounds, the role of the environment has received scant attention in research focusing on children who learn Arabic, a Semitic language characterized by diglossia. This chapter examines the role of environmental variables (parent education, beliefs, and home language use and literacy practices) in language and literacy outcomes of 64 bilingual English-Arabic children in the US. Results reveal a strong relationship between parent home language use and participantsʼ Arabic word reading, morphological awareness, and vocabulary skills; and between Arabic home literacy practices and Arabic reading comprehension skills. These findings corroborate previous cross-linguistic research and point to the importance of experience, namely parent language use and literacy practices, in predicting language and literacy outcomes in bilingual children. Implications for research, instruction, early intervention, and prevention of language and reading disorders in children acquiring Arabic are highlighted.