I collected data through observations, professional development sessions, and individual interviews with the preschool teachers and the center director and I used descriptive and reflective field notes to capture details of the setting and personal reflections. I conducted individual semi-structured interviews and professional
development sessions with an audio recorder and later transcribed the data. I used coding and reporting strategies suitable for a phenomenological data analysis to include the
transcription of interviews, margin notes, textural and structural descriptions similar to that of open and axial coding processes, and theme/ pattern formations (Moustakas, 1994; Corbin & Strauss, 2008). I changed all names to pseudonyms and no identifying data were included.
Throughout the data collection and data analysis, I underwent the process of bracketing, accounting for researcher bias and assumptions, through methods of writing personal memos and reflective journaling as a means of examining and reflecting upon my engagement with the data (Tufford & Newman, 2010). This process also allowed me to reflect on such things as: my reasons for undertaking this study, my assumptions regarding the phenomenon of language dialect and code switching, and my personal value system as it related to the study. The process of coding for the interviews was conducted using textural description similar to an open coding process followed by structural description similar to an axial coding process, referred to as horizontalization in phenomenological data analysis (Hays & Singh, 2011; Patton, 2002). I coded the
observation using the same coding processing method (Corbin & Strauss, 2008). After the transcription process I listed and completed a preliminary grouping of all expressions relevant to the participants’ experience of language dialect and culturally and
linguistically responsive strategies (horizontalization). Managing the textural and structural descriptions helped me to label and refine the data into core themes of the participants’ experience.
Since the study was conducted by a lone researcher inter-rater reliability was achieved by utilizing an independent researcher who coded a subset of the data that included a subsection of pre-interviews, professional development reflections and post-
interview data, representing 22% of the data (Carey, Morgan & Oxtoby, 1996; Miles & Huberman, 1994; Weber, 1990). After inter-coder analysis, an agreement rate of 88% was determined. A discussion of the passage was conducted when there were differences and coder consensus was reached, resulting in 100% coder agreement on the subset (Hays & Singh, 2011). To further validate the findings, I implemented a weekly member
checking process wherein weekly field notes were discussed with the participants during the weekly reflective segments of the professional development sessions and allowed for opportunities to review the presentation of data as the study progressed (Creswell, 2008; Hays & Singh, 2011). These ongoing member checks refined the analysis by strategically establishing trustworthiness and accurately portraying participants’ experiences
throughout the research process to increase the validity of the study’s findings (Hays & Singh, 2011; Guba & Lincoln, 1989). The weekly field notes and observations were analyzed using constant comparative data analysis where I continuously looked for recurring themes related to the research questions and then shared these findings through the member checks (Creswell, 2008).
Limitations
A major limitation of the study is the ability to generalize to a larger population due to the case study design and the small sample size of teachers and children. However, in case study research, the purpose is to generalize to theoretical propositions, not to population as in other statistical research (Yin, 2009). Another limitation is the use of the observation method as there is a possibility of observer bias anytime data are obtained from observations. However, the observations were conducted during specified time frames (story times, circle times, centers, and transitions) using a structured observation
protocol to alleviate observer bias. In addition, my ongoing bracketing and member checking process served as another means for accounting for bias.
As this is a descriptive study, another limitation or internal validity threat can be maturation, where natural changes in the participants may occur between observations that influence the observation measurements (Creswell, 2008). These were controlled by conducting consistent observations only during the pre-determined time frames for every teacher as participants’ self-reported perceptions of home language and code switching, and their feelings at any given time during the course of the study could affect how they may have responded to questions, observations, and the professional development interventions.
Summary
This chapter outlined the method and procedures I used in this research study. I designed, completed, and analyzed observation and interview protocols to address the study’s research questions. The professional development model included Culturally and Linguistically Responsive Teaching and Learning (CLR) and Developmentally and Culturally Appropriate Practice (DCAP) to teach preschool teachers about the historical relevance of home languages, provide realistic, culturally and linguistically responsive hands-on tools (children’s books/ activities) that the preschool teachers can implement during the school day, and ultimately encourage language code switching skill mastery for the urban multicultural population of children they teach, thereby increasing
opportunities for increased academic engagement and future overall academic success. The data collected will be presented in Chapter IV. Chapter V will follow with a summary and provide conclusions and recommendations for future research.
CHAPTER IV
FINDINGS
In this research, I utilized a phenomenological case study design which allowed for the observation of the frequency and the examination of the beliefs and perceptions of the home languages— African American Vernacular English (AAVE), Hispanic American English (HAE), Academic Language (AL), and culturally and linguistically responsive (CLR) strategies to include code switching. The study design also allowed for an examination of the resulting influence of targeted culturally and linguistically responsive professional development using children’s literature being implemented in preschool teachers’ practice. In this chapter, I will present a discussion of relevant findings uncovered during analysis and the findings will be discussed in the order of each phase of the study— pre-intervention phase, intervention phase, and post-intervention phase. I have chosen to present the study findings in the order o f study activity occurrences as this underscores the progression of participant knowledge building and instructional implementation throughout the process. This presentation is central to understanding the phenomenon as it relates to teacher practice. I will begin with a brief introduction of the research questions and specific participants’ demographics. Secondly, I will present findings related to the pre-intervention phase to include pre-observations and pre-interviews. Next, I will present the intervention phase data from the observations I conducted following each professional development session and also participant reflections from each PD session. This chapter concludes with a presentation of data and findings from the post-intervention phase to include post-reflections, post-observations and post-interviews.
Introduction
This research included a small number of participants in order to provide an in- depth understanding of the phenomenon occurring within this urban preschool setting. As such, the phenomenological case study design is most applicable because of the number of participants and a focus on the phenomenon within its real-life context (Yin, 2009). To provide a broader understanding of the findings of this study, the research questions are revisited below and a presentation of the demographic profile of each participant follows. The following research questions grounded the analysis of data:
1. What do the pre-kindergarten teachers and the director know about the features of the home language dialects— AAVE and HAE, Academic Language, and the practice of code switching?
2. In what ways, if any, are the features of AAVE and HAE, AL, and the practice of code switching used between participants and students within the context o f daily classroom life?
3. Does targeted CLR PD influence participants’ beliefs, perceptions, and practices regarding home language dialects and code switching in the classroom?