Action Research Collaborative Project - MGMT 39207 - Action Research as an Early Childhood Leader by Blue Heron Team - EYE Goals

References

matherssue — 2022-04-13 13:37:26 UTC

Davison, R. M., Martinsons, M. G., & Wong, L. H. M. (2022). The ethics of action research participation. Information Systems Journal, 32(3), 573 594. https://doi.org/10.1111/isj.12363

Doan, L. K. (2013). Mentoring: A strategy to support novice early childhood educators. Canadian Children, 38(2), 21-24. doi:https://doi.org/10.18357/jcs.v38i2.15447

Drummond, J. S., & Themessl-Huber, M. (2007). The cyclical process of action research: The contribution of Gilles Deleuze. Action Research (London, England), 5(4), 430–448. https://doi.org/10.1177/1476750307077317

Elliott, K., Smith, G., & Lattimer, H. (2021). Power in schooling and research: The Role of Action Research. Schools: Studies in Education, 18(2), 324–346. https://doi.org/10.1086/716628

Kemmis, McTaggart, Retalic. (2004). Four ‘Moments’ of Action Research. Individual.utoronto. http://individual.utoronto.ca/sadaf/resources/parhandout2.pdf

Mearns, C., Healey Akearok, G., Cherba, M., & Nevin, L. (2020). Early Childhood Education Training in Nunavut: Insights from the Inunnguiniq (“Making of a Human Being”) Pilot Project. First Peoples Child & Family Review, 15(2), 106–122. https://doi.org/10.7202/1080812ar

Mistri, D. (2024). Projects/Action Research Week 4: Jan 31 [PowerPoint slides]. Slate. https://slate.sheridancollege.ca/d2l/login

Newton, P., & Burgess, D. (2008). Exploring types of educational action research: Implications for research validity. International

Journal of Qualitative Methods, 7(4), 18–30. https://doi.org/10.1177/160940690800700402

The College of Early Childhood Educators (2022-2023). Annual report. https://www.college-ece.ca/wp-content/uploads/2024/01/2022-23_Annual_Report.pdf

The College of Early Childhood Educators (2021-2022). Annual report. https://www.college-ece.ca/wp-content/uploads/2022/12/2021-22_Annual_Report_EN_FINAL.pdf

matherssue — 2024-04-13 11:31:19 UTC

matherssue — 2024-04-13 11:46:27 UTC

In early learning environments, the teaching inherently integrates action research. To improve children's outcomes, early childhood educators regularly watch the children in their care, collect data, and adjust their strategies as required. Much like the methods included in Action Research, early learning, and care programs are structured to encourage group cooperation and reflection among stakeholders, to solve problems and/or generate new ideas

matherssue — 2024-04-13 12:01:53 UTC

(Newton & Burgess, 2008).

WHAT IS THE QUESTION?

matherssue — 2024-04-13 12:07:40 UTC

According to Drummond and Huber (2007), the first part of action research includes planning and asking questions, which begins with exploring a broad concept (p.432). As a group, we came together, blending our diverse perspectives to explore the current challenges in the field of Early Learning and Care, fostering a rich exchange of ideas and insights. The discovery that recruiting and retaining high-quality, quality professionally trained educators emerged as a paramount concern.

matherssue — 2024-04-13 12:35:01 UTC

matherssue — 2024-04-13 13:12:19 UTC

We were able to focus our wide range of thoughts on professional support with the help of our professor. After that, we embarked on a journey to find and analyze literature that provided insight into our area of interest. The College of Early Childhood Educators was one of the expert websites we visited to help in this process. Our research question, "How can experienced educators support new educators entering the profession?" was developed after we combined our findings.

matherssue — 2024-04-13 13:18:36 UTC

matherssue — 2024-04-13 13:21:16 UTC

Most research pieces we were able to locate contained a variety of viewpoints about potential solutions to the staffing dilemma that Ontario's ECEs (Early Childhood Educators) are now facing with most having to do with public policy and/or how society perceives the profession. We wanted something more adaptable, something that we as ECEs could accomplish for our own benefit.

matherssue — 2024-04-13 13:27:17 UTC

Data Collection pt. 1: Conducting online qualitative interviews

jerushazartiga — 2024-04-13 19:16:42 UTC

Data Collection pt. 2: Gathering information through surveys

jerushazartiga — 2024-04-13 19:18:06 UTC

We created 8 interview questions with the criteria that the interviewees are educators who have mentored students before. The individual interviews were completed online. Given that we are a group of three, we opted to have one person conduct the interview to provide the participant with a sense of comfortability. And for the other members to keep track of the dialogue and make some key notes to help with data analysis.

jerushazartiga — 2024-04-13 19:29:17 UTC

Stakeholders: Collaboration is necessary for a successful action research project since it offers a wider variety of viable options to take into consideration when tackling a practice-related problem (Elliott et al, 2021). We met with our three stakeholders to go over our action research strategy, cycle and current process. Regarding our subject, question, literature and how it all connects, they gave us positive feedback.

jerushazartiga — 2024-04-13 19:38:43 UTC

Based on their feedback, we were able to move forward with our data collection phase and so forth. We were encouraged, motivated and determined to stay on the course to decide how we would want to collect our data and the questions to be asked of our participants.

Data Analysis

jerushazartiga — 2024-04-13 19:41:04 UTC

Processing of collecting data from participants

jerushazartiga — 2024-04-13 19:50:30 UTC

For our survey, we used Google forms and had 20 questions. Based on the survey responses, each participant answered all 20 questions. Our survey was opened on March 27th, 2024 and closed on April 6th, 2024 providing us with a total of 25 participants.
With regards to our interviews, we at first tried to do it on Microsoft Teams Meeting, but due to technical difficulties we made the decision collectively as a group to conduct our online interviews through Zoom. We interviewed 5 participants and asked them 8 questions. We scheduled these interviews between April 1st, 3rd, and 4th, 2024.

Some research showed that help for beginning educators is relatively scarce, and educators who did receive support had more favourable outcomes. Also in the research, it was noted that there are few recommendations for front-line ECEs that could influence direct change related to supportive practise.

matherssue — 2024-04-14 10:46:23 UTC

(Doan, 2016).

jerushazartiga — 2024-04-14 21:51:19 UTC

Overall, these themes reflect various strategies and approaches aimed at mentoring and supporting early childhood educators, with a focus on practical experience, clear communication, personalized guidance, continuous development, structural support, and collaborative work culture. In order for growth and change to foster within the field of early childhood education, implementing these themes practically can allow seasoned educators to continue to implement intentional strategies in order to retain high quality educators in the profession for a much longer period of time.

bibinhaniff — 2024-04-15 04:05:47 UTC

(n=13)

52% of participants scaled their understanding of the Code of Ethics Standard IV - Professionalism and Leadership as a four.

(n=5)

20% of participants scaled their understanding of the Code of Ethics Standard IV - Professionalism and Leadership as a four.

Four Stages of Action Research

bibinhaniff — 2024-04-15 04:11:04 UTC

Question: Thinking back, how would you describe your experience as a placement student and how supported you felt when you first entered the profession? What resources/ strategies were available to you?

bibinhaniff — 2024-04-15 19:08:27 UTC

Participant 2 noted that there were limited resources and guidance as a placement student:

"I won't say there were much resources. But it was just that I went there. I was in the classroom, the first day. I was just introduced to my teachers. And then slowly, I kind of have to ask them questions about what to do and I just kind of kept myself moving in the classroom so that I'm not like, sitting at one place just to keep that in mind that oh, they are observing me right"

Observe: Determined the impact, developed action plan, determined who needs to be involved

bibinhaniff — 2024-04-15 19:17:29 UTC

Difficulty in accessing training for early childhood educators is a common challenge

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(Mearns et al., 2020,p.108).

Data Results

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bibinhaniff — 2024-04-15 19:27:54 UTC

(n=21)

The pie chart noted that 84% of participants (n=21) believe that if new educators are better supported at the beginning of their career, they better comprehend their identity as an Early Childhood Educator. This statistic correlates with our literature research because the research noted that collaboration with seasoned educators can help new educators understand their own identities as early childhood educators

(Doan, 2016).

bibinhaniff — 2024-04-15 20:25:34 UTC

Each participant echoed the same notion: That one thing they would change is putting what we learnt in school into practice, getting the respect we deserve and having specified training guidelines

matherssue — 2024-04-15 22:20:56 UTC

Plan: Identified topic, reviewed the literature, created research plan - research question.

bibinhaniff — 2024-04-15 22:49:02 UTC

Act: Data collection tools, collected data, analyzed & interpreted. Had Stakeholder's meeting and incorporated feedback

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Identified what the data and results told us

bibinhaniff — 2024-04-15 23:07:50 UTC

After analyzing the data, we came up with some common themes from the qualitative aspect and some common trends from our surveys.

bibinhaniff — 2024-04-15 23:18:00 UTC

As experienced educators in the field, we have also noticed that support for new educators is rather rare, resulting in a snowball effect of many issues in the profession, such as a high turnover rate. Many factors influence whether an experienced educator willingly helps guide a new one. One of the most common assumptions is that new educators are already properly trained and therefore can be left to their own devices or that new educators need to forget all of the theory covered in ECE classes to comprehend how things work in the "real" world. Also, in our observations, we have noticed that while educators may have the theoretical knowledge, it can sometimes be challenging for them to engage in “praxis” – applying that knowledge to hands-on situations. This is evident in the heightened “Inappropriate supervision” complaints statistic from the College of Early Childhood Educators annual reports between 2021, with the percentage being 35% and an increase to 40% in 2023.

Our research highlighted that educators tend to be more successful when support is available to them early in their practise. Thus, we believe it is possible that more experienced educators could engage new educators in collaboration and reflection to help foster the new educators’ identity as teachers.

As researchers, we have a duty to protect the interests of our participants, including confidentiality, thus, we will be using the pseudonyms, participant 1 - 5 in our reporting of our qualitative data

bibinhaniff — 2024-04-15 23:43:49 UTC

(Davison et al., 2022, p. 574).

bibinhaniff — 2024-04-15 23:56:54 UTC

Next time...

bibinhaniff — 2024-04-16 00:27:35 UTC

For future, we would revise our questions to reflect our area of research.

Within the reflective process, this stage, "seeks to make sense of processes, problems, issues, and constraints made manifest in strategic action." Another point to add as well, "Through discourse - a reconstruction of the meaning of the social situation, leading to a revised plan"

jerushazartiga — 2024-04-16 15:15:45 UTC

(Kemmis et al., 2004, p. 2).

The observation/development stages allows for us as researchers to, "visualize or conceptualize the impact of the action (depending on the type of AR project. And not only that, we were able to observe (take note of) the action process, the effects of action (intended or unintended)." (Mistri, 2024, 13).

jerushazartiga — 2024-04-17 14:45:10 UTC

Our 20 question survey opened on Wednesday, March 27th and closed with a total of 25 responses on Saturday, April 6th.

bibinhaniff — 2024-04-17 19:44:55 UTC

While we had initially planned to interview 4 individuals, we concluded with 5 participants.

bibinhaniff — 2024-04-17 19:48:39 UTC

Constraints and Limitations

bibinhaniff — 2024-04-17 20:18:52 UTC

Some of these included:

The type of questions asked did not effectively answer our research question.
Our initial literature did not focus on our research topic therefore, we had to revise our literature and look for new sources to support our research process.
The study was done using an emic perspective simply meaning it was subjective. The participants were known to the researchers.
Smaller sample sizing - The survey only yield 25 responses only 5 interviews were completed.

Considering that 84% of respondents agreed that early support was necessary for successful early childhood educators, it is important that the 'why' is it sometimes not happening be looked at. From the survey results, it is clear that a lack of time (96%), and a lack of knowledge (64%) are two key factors.

bibinhaniff — 2024-04-17 20:22:22 UTC

bibinhaniff — 2024-04-17 20:25:03 UTC

21% of the participants noted that discussions around the CCEYA Expectations were discussed with their mentor/coach/team member

Reflect: Interpreted the process, identified what worked, improvements to be made, presented findings, revised, edited, restart.

bibinhaniff — 2024-04-17 20:28:03 UTC

bibinhaniff — 2024-04-17 20:42:37 UTC

76% of participants (n=19) stated that the Centre Supervisor/Designate in Charge should be responsible for coaching and supporting new graduated and 68% of participants (n=17) noted that the post secondary institution should be responsible for coaching and supporting their new graduates.

Next Steps: Some Ways Experienced Educators Can Support New Educators

matherssue — 2024-04-18 22:03:43 UTC

After completing this action research cycle, it's time to reflect on the lessons we learned and potential processes and/or methods to take back for use in the field.

Potentially Helpful Processes:

Create a list of notable items for new educators - reminders to count children, where to find first aid items, how to get support when needed, etc...
Require some type of mentorship training for educators when they embark on coaching or mentoring students/new graduates.
Create a handbook for educators who will be mentoring, listing what support student educators need and things they need to practice or know, for example CCEYA requirements
Provide time for mentors and mentees to meet.
Role-model team collaboration and create an environment of mutual support.