Introduction to Data Analysis Handbook - AED Center for Early Care ...

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2 Infant/Toddler Languages: Program Policies (continued) Process Components Content Information Data Analysis The first step in analyzing qualitative data is to arrange the data in a maneagable format that will facilitate the process of assigning codes and themes to sections of the transcript. Managing and Analyzing narrative Data by Developing Codes and Themes Parents Preferences for Language Use in Infant/Toddler Classrooms: Text Code Theme our parents want home language in the program Parents often state a preference for their infants and toddlers to learn English. Parents prefer a combination of home language and English in the classroom our parents want both languages in the program Preference for Spanish Preference for English Preference for both Spanish & English Desire to preserve home language; classrooms should support child’s first language. Desire for children to learn English; classrooms should support English acquisition. Desire for dual language classrooms; support learning in both languages. © AED/TAC-12 Spring 2006.
Infant/Toddler Languages: Program Policies (continued) Process Components Content Information Interpretation Children’s Languages Permission granted to copy for non-commercial uses only. Although many infants and toddlers in MSHS programs are predominantly from Spanish-speaking families, there appear to be important differences in the extent to which children are also exposed to English. in many cases, it appears that infants and toddlers are truly monolingual – their exposure to language is entirely in Spanish. in other cases, however, children are clearly exposed to varying amounts of English in addition to Spanish. Although the questionnaire did not obtain data on the sources, amounts of types of exposure across languages, responses from some programs referred to toddlers who were equally capable of using both Spanish and English. These children were reported to be able to address Spanish- and English-speakers in their own language. in addition, it appears that the developmental progression of both of the children’s languages were relatively parallel (i.e., that children were using age-appropriate expressions in both of their languages). A second important issue identified from the questionnaire responses was the language backgrounds of MSHS teaching staff. Here, fundamental difference emerged between programs regarding the languages of their teachers. Most programs appear to staff their infant/toddler classrooms with Spanish-speaking teachers; some doing so exclusively, based upon an explicit philosophy and/or set of program policies. in other cases, program staff are a mix of Spanish- and English-monolinguals as well as teachers who speak both languages. in a few programs, teachers are primarily English monolinguals.
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Introduction to Data Analysis Handb
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Introduction to Data Analysis Handb
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Table of Contents continued ii V. D
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2 Learning Objectives This Handbook
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From the Head Start Bureau website
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What has been evident in discipline
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(Family one-husband) More than anyt
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Visualizing Data Visualizing data i
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By creating a visual display of the
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1 Data Analysis as a Linear Process
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16 Process Component #1. Purpose(s)
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1 in order to successfully manage t
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20 upon by the data analysis team a
Page 28 and 29: 22 IV. Managing the Data Analysis P
Page 30 and 31: 2 Planning Planning is a very integ
Page 32 and 33: 26 Writing Write your key findings
Page 34 and 35: 2 Therefore, this section is divide
Page 36 and 37: 0 Term Definition Interpretation no
Page 38 and 39: 2 Term Definition Survey noun: shor
Page 40 and 41: 2. Median Median = score in the mid
Page 42 and 43: 6 C. in a third training consider t
Page 44 and 45: (Family one-wife) My dad was alread
Page 46 and 47: 0 Content Area Analysis Using Diffe
Page 48 and 49: 2 Health (PIR Medical Services) (co
Page 50 and 51: Teacher Credentials (continued) Pro
Page 52 and 53: 6 Teacher Credentials (continued) P
Page 54 and 55: Classroom Quality (continued) Proce
Page 56 and 57: 0 Classroom Quality (continued) Pro
Page 60 and 61: Sub-scale score 7 6 5 4 3 2 1 SPACE
Page 64 and 65: Disabilities (continued) Process Co
Page 66 and 67: 60 Estimating the Number of Eligibl
Page 70 and 71: 6 Estimating the Number of Eligible
Page 74 and 75: 6 Estimating the Number of Eligible
Page 76 and 77: 0 Infant/Toddler Languages: Program
Page 80 and 81: Infant/Toddler Languages: Program P
Page 82 and 83: 6 Family Strengths and Needs (conti
Page 84 and 85: Family Strengths and Needs (continu
Page 90 and 91: Appendix A: Foundations for Data An
Page 92 and 93: 6 Excerpts: Information Memorandum
Page 94 and 95: • • Approaches Toward Learning
Page 96 and 97: 0 © AED/TAC-12 Spring 2006.
Page 98 and 99: 2 you may want to assign age groups
Page 100 and 101: Step by step instructions will then
Page 102 and 103: Appendix C: Supplemental Resources
Page 104 and 105: © AED/TAC-12 Spring 2006.
Page 112: TAC-12 Migrant & Seasonal Head Star
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