R. A. McWilliam

Classification of teachers’ interaction behaviors in early childhood classrooms☆

Abstract This study investigated patterns of teachers’ interaction behaviors in early childhood classrooms. Sixty-three child care teachers were rated on their use of eight interaction behaviors taken from the Teaching Styles Rating Scale (McWilliam, Scarborough, Bagby, & Sweeney, 1998) . Using cluster analysis techniques, we identified four homogenous interaction clusters. One cluster presented an average profile: The teachers in this group had average scores on all interaction behaviors compared to the other teachers in the study. The teachers in a second cluster were characterized by high ratings on elaborating and low ratings on redirecting behaviors. A third cluster consisted of teachers who where rated high on redirecting and low on all other behaviors, and the teachers in the fourth cluster received high ratings on nonelaborative behaviors. Cluster differences were found for teachers’ education; teachers’ sensitivity, as measured by the Caregiver Interaction Scale (Arnett, 1989) ; classroom quality, as measured by the Infant-Toddler Environment Rating Scale (Harms, Cryer, & Clifford, 1990) or the Early Childhood Environment Rating Scale-Revised (Harms, Clifford, & Cryer, 1998) ; group child engagement, as measured by the Engagement Check II (McWilliam, 1999) ; and center licensing level.

Inclusion in the context of competing values in early childhood education

Abstract Inclusion of preschoolers with disabilities in programs for typically developing children has a strong legal, rational, moral, and empirical basis. Despite this compelling foundation, however, the desirability of inclusion continues to be debated and acceptable options for inclusive placements are often difficult to find. In this paper, we argue that professionals and parents are often placed in a position in which inclusion must be weighed against other compelling values in making decisions about placements for children. We describe three competing values—high-quality programs, specialized services, and family-centered practices—and demonstrate how in many communities these values and inclusion are difficult to achieve simultaneously. We argue that placement in inclusive settings should be a goal for all children with disabilities, but that placements should also be of high quality, sufficiently specialized, and consistent with family priorities. We conclude with a series of recommendations for changes needed if this goal is to be attained.

Predictors of Developmentally Appropriate Classroom Practices in Kindergarten through Third Grade.

Abstract This study was designed to (a) test the psychometric properties of a new observation measure of developmentally appropriate classroom practices in kindergarten through third-grade classrooms, and (b) determine how well classroom and teacher characteristics predict developmentally appropriate classroom practices. Teacher-reported and observational data from 69 classrooms provided support for construct validity, internal consistency, and interrater agreement of the Assessment of Practices in Early Elementary Classrooms (APEEC) measure. Hierarchical multiple regression analyses indicated that classroom characteristics (grade, class size, number of children with disabilities), teacher characteristics (education level, years of experience) and teacher beliefs (developmentally appropriate beliefs and developmentally inappropriate beliefs) accounted for 42% of the variance in observed classroom practices. With all variables in the model, teacher education, grade, and beliefs in developmentally appropriate and inappropriate practice accounted for most of the variance in observed classroom practices.

CEC’s Standards for Classifying the Evidence Base of Practices in Special Education

As an initial step toward improving the outcomes of learners with disabilities, special educators have formulated guidelines for identifying evidence-based practices. We describe the Council of Exceptional Children’s new set of standards for identifying evidence-based practices in special education and how they (a) were systematically vetted by expert special education researchers through a Delphi study, (b) demonstrated adequate inter-rater reliability in a pilot study, (c) delineate specific criteria in many areas and provide flexibility to tailor other criteria, (d) provide an integrated set of standards for classifying the evidence base of practices based on findings from both group comparison and single-subject studies, and (e) can be applied by independent special education researchers. We conclude by noting limitations to the standards, briefly comparing these new standards with other evidence-based practice standards, and providing recommendations for future research and for refining the standards.

Multivariate relationships among developmental age, global engagement, and observed child engagement

Abstract The purpose of this study was to explore patterns of relationships among developmental age, teacher ratings of global engagement, and observed engagement in the classroom setting. Sixty-two children (age 9.5 to 63.6 months) were observed during free play, structured activities, and mealtimes. All children were administered a developmental test to assess their developmental age. In addition, teachers completed a rating scale to assess children’s typical engagement profiles. Canonical correlation analysis revealed two uncorrelated patterns of relationships among the variables. Function I reflected the positive relationship between children’s developmental age and high levels of engagement, and the negative relationship with lower levels of engagement. Function II represented the bivariate relationship between high levels of engagement regardless of developmental age.

Observed Engagement as an Indicator of Child Care Program Quality.

Research Findings. This study investigated the quality of child care programs based on what children do while they are in these programs. Observing engagement is one method of measuring the effects of child care environments. Engagement refers to the amount of time children spend interacting with the environment in a developmentally and contextually appropriate manner. Group engagement was measured by repeatedly counting the percentage of children engaged in child care classrooms from two different licensing levels. Results showed that engagement levels were related to independent measures of program quality. Furthermore, engagement levels differed as a function of licensing level. Policy Implications. Observation of group engagement is an effective and unique measure of program quality. The group engagement measure not only discriminates between levels of quality; it focuses directly on child behavior and child experience offering a much- needed supplement to global and teacher-related measures. Observation of group engagement is both uncomplicated and expeditious, making it an ideal measure for use by licensing personnel as well as child care staff.

A Statewide Profile of Early Intervention Services Using the Part C Data System.

This study used the Part C data base and the Health Statistics Information System to profile North Carolinas early intervention services. The Part C sample consisted of 8,696 infants and toddlers eligible for early intervention services from 1991 to 1996. Data analysis consisted of descriptive statistics, chi-square analyses, and an examination of standardized residuals. Findings revealed that the majority (approximately 70%) of infants and toddlers were identified as having a developmental delay, with the mean age of entry into the system at approximately 17 months. Notable trends included a marked reduction in the proportion of home- and center-based services and an increase in referrals from parents. Implications are presented for program planning and evaluation, and improving information systems.

The Observed Construction of Teaching: Four Contexts

Abstract The purpose of this study was to discern, through observation, the different ways in which child care teachers constructed “teaching” in a program that included children with disabilities. Eleven teachers in a single high-quality child care program were repeatedly observed and videotaped in their interactions with 63 children. Qualitative methods used in interpreting the tapes included narrative notes, cross-researcher descriptions and discussions, data reduction into categories of teaching behavior, construction of explanatory effects matrices, and development of confirming and disconfirming tables. Four “contexts” were found to affect or contain teaching: environmental, planning, approach, and interaction. These contexts should be considered in policy development, management, personnel preparation, and teaching.