Creating an online course for the parents to learn and understand about the preschool assessment “Desired Results Developmental Profile-Revised (DRDP-R)”

Course ProjectR7038 Action Research

Carolyn MatthewsEdward MirandaJulie NguyenKris Trairatana

I. Defining the ProblemA.Statement of

Problem– California Desired

Results

– Parental responsibilities

– Personal commitment

B. Rationale(Kindergarten readiness)

–Desired Results application at home

–Successfulness in kindergarten

C. Historical Background of Kindergarten Readiness (NCLB)

IntroductionThe purpose of this website and action

research project is to provide parents with a succinct list of skills that could be used as indicators of a child’s readiness to begin kindergarten. Currently, a child’s “age” is the primary indicator of kindergarten readiness. The readiness tests, developmental screening tests, and transitional classrooms that exist are inconsistently administered within states, counties, and even school districts (Smith, 2005. p. 6).

There is no agreed upon profile of readiness skills.

• Pediatricians are unfamiliar with kindergarten curriculum, parents perpetuate ill-informed information among themselves as fact, and educators have not come together to provide a single source of guidance or direction for the community.

Developmental theories and kindergarten readiness

• The maturationist theory believes that a child must reach a certain level of maturity before he or she can be successful in school (Marshall, 2003).

• The environmentalist theory believes a child’s behavior, development, and learning are shaped by the child’s environment (NCREL, 2004).

• The constructivist/interactionist theory believe children learn when they interact with their environment. Age has little to do with readiness (Marshall, 2003). Different perspectives produce different criteria for kindergarten readiness.

Internal and external and forces effecting readiness

• The state of California’s “December 2nd cut-off date using “age” as a primary indicator of school readiness.

• Differing theories about what constitutes readiness for school.

• No uniform profile of readiness skills available to the general public.

• General public unaware of the need for readiness skills.

Parents, Teachers, and Students need the DRDP-R profile

• If succinct information regarding readiness skills, as well as birth-date cut-off information was made available through our website, then there would be less confusion on the part of parents and care-givers regarding school readiness.

II. Organizational Contribution

A. Transparency of study (Ethics)

B. Stakeholders (Politics)

– Parents and students– Administrators– Teachers– Adult education

III. Logic Model

• Framework• Objectives• Inputs• Activities• Outcomes:

»short-term»long-term

• Methodology– Design– Methodology

• Finding– Analysis

• Implementation– Instrument

– Participants

– Collection

IV. Conclusion• All ten parents understand importance of

the program and are willing to take the online course of this program

• Long term expectations, all parents have opportunities to learn and understand the California Desired Results

V. Bibliographies• Crosser, S. (1998). He has a summer birthday: The kindergarten entrance age

dilemma. ERIC Digest. (ERIC Clearinghouse on Elementary and Early Childhood Education, Champion, IL. ERIC Identifier ED 423079).

• Desired Results for Children and Families (2006). Introduction. Retrieved on January 30, 2007 from http://www.wested.org/desiredresults/training/intro.htm

• Dockett, S. & Perry, B. (2004). Starting school: Perspectives of Australian children, parents and educators. Journal of Early Childhood Research, 2(2), 171-189.

• Fitzpatrick, Jody L., Sanders, James R., & Worthen, Blaine R. (2004). Program evaluation: Alternative approaches and practical guidelines (3rd ed.). Boston, MA: Pearson Education, Inc.

• Graham, Patricia A. (2003). The long haul. Education Next, 2, 20-23.• Graue, M. E. & DiPerna, J. (2000). Redshirting and early retention: Who gets the

gift of time and what are its outcomes. American Educational Research Journal, 37(2), 510-534.

• Grissom, J. B. (2004). Age and achievement. Education Policy Analysis and Policy Archives, 12(49). Retrieved on February 1, 2008 from http://epaa.asu.edu/epaa/V12n49

• Haggarty, D. Kevin. (2004). Ethics creep: Governing social science research in the name of ethics. Journal of Qualitative Sociology, 24, 391-414.

• Heckman, J., Grunewald, R., & Reynolds, A. (2006). The dollar and cents of investing early: Cost-benefit analysis in early care and education. Zero to Three, 26, 10-17.

• Hills, T. W. (1987). Screening for school entry. ERIC Digest. (ERIC Clearinghouse on Elementary and Early Childhood Education, Champion, IL. ERIC Identifier ED 281607).

• Hubbard, Jeffrey C. (2005). Preschool program curriculum. Retrieved on January 24, 2008 from http://www.nmusd.us/depts/ece/curriculum.php

• Jacobson, Linda. (2007). Early-childhood research. United States Department of Education. 27, 1-9.

• McCawley, Paul F. (2006). The logic model for program planning and evaluation. Retrieved on January 30, 2007 from http://www.uidaho.edu/extension/LogicModel.pdf

• Kaiser, Ann P. & Hancock, Terry B. (2003). Teaching parents new skills to support their young children’s development. Infants & Young Children, 16(1), 9-21.

• National Education Association. (2007). Getting involved in your child’s education. Retrieved on February 1, 2008 from http://www.nea.org/parents/index.html?mode=print

• Penslar, Robin. (1995). Research ethics: Cases and materials. Indianapolis, IN: Indiana University.

• Potter, G. (2007). Socio-cultural diversity and literacy teaching in complex times: The challenges for early childhood educators. Childhood Education International, 84(2), 64-69.

• Sohn, Soomin & Wang, Christine. (2006). Immigrant parents’ involvement in American school: Perspectives from Korean mothers. Early Childhood Education Journal, 34(2), 125-132.

• Stipek, D. (2002). At what age should children enter kindergarten?: A question for policy makers and parents. Society for Research in Child Development. Retrieved on February 1, 2008 from http://nieer.org/faqq/index/php?TAid=83