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External Research Project: Chi- Square Statisti cs KENTUCKY PROFESSIONAL DEVELOPMENT FRAMEWORK IMPACT ON QUALITY AND CHILD OUTCOMES, 2006-2007 Larry D. Weas, Ed. D. Program Instructional Technology ETR 521 –Educational Statistics

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Page 1: Etr 521 external project

ExternalResearch Project: Chi-Square Statistics

KENTUCKY PROFESSIONAL DEVELOPMENT

FRAMEWORK IMPACT ON QUALITY AND

CHILD OUTCOMES, 2006-2007

Larry D. Weas, Ed. D. ProgramInstructional Technology

ETR 521 –Educational Statistics

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INTRODUCTION

Research Question

Is there a relationship between classroom settings and to what

extent have educators implemented what they have learned from training

in their classroom?

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SCOPE OF STUDY

This study was designed to build on the KIDS (Kentucky Invest in Developing Success) NOW Initiative by conducting research investigating the degree to which a statewide unified professional development system impacted the educational level of early care and education providers and subsequent classroom quality. It focused on three major predictors of professional development outcomes:

1. Individual teacher characteristics: training experience, attitudes towards training, personality

2. Characteristics of the program administrator: administrator education and administrator support of professional development

3. Characteristics of the teacher’s work setting: including program administration, and policies and procedures, and classroom setting (Child Care, Head Start, or Public Preschool)

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Introduction & Literature Review• Based on quantitative and qualitative surveys in

which employers and their employees were consulted, shows that the environment provided by the company contributes more decisively than employees' previous training and career paths to the capability of the latter to attend vocational training and develop professionally at work (Lambert, Vero & Zimmermann, 2012).

• Regardless of the effects of demographic variables such as gender, age, year of study or fields of study, the prospective teachers' interest in teaching can be identified through three distinctly different profiles: high, medium and low interest in teaching (Eren, 2012).

• The need for professional associations to develop learning environments which enable the effective continuing career development of professionals and sets out the essential elements for this learning environment--for example, work-integrated learning, contextualized constructivism and self-directed learning (Murphy & Calway, 2008).

• Coleman (2012) found that a growing number of institutions are being more deliberate about bringing in fundraisers who fit the culture of the development department and about assessing skills and providing training that fill specific needs.

• Agricultural education teachers perceive a need for professional development in Career Development Events (CDEs) preparation, but they did not identify the individual CDEs where training was needed (Harris, 2008).

• According to the NGA Center for Best Practices (2010), the knowledge, skills, and practices of early childhood care providers and teachers are critical factors in their delivery of high-quality developmental and educational experiences to young children. However, studies have found that the majority of professionals that make up the current early childhood workforce are not adequately prepared.

• Kentucky Initiative for Social Skill and Emotional Development which provides annual training and technical assistance to build early childhood programs' capacity to deliver practices known to promote social and emotional competency (McLaren, Hall & Fox, 2009).

• The link between program quality and professional development of early care and education professionals has prompted many states to increase professional development activities and supports. Using research about indicators of high-quality programs, the state of Kentucky established a system to improve the professional development of teachers of young children Rous, Grove & Townley, 2007).

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METHODS

Procedures• Descriptive Statistics

• Cross Classification Table Assessment

• Chi-Square Test Statistics of Independence

• Cramer’s V Measure of Effect Size

Data• Data Source

• Kentucky Professional Development Framework Impact on Quality and Child Outcomes, 2006-2007

• Study: N = 198

• Variables of Interest (Categorical)• What extent implementing

what was learned in training into the classroom (scale based on “5” optional responses)

• Classroom setting (Child Care, Head Start, or Public Preschool)

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DESCRIPTIVE STATISTICSNOTE: There are 3.4% of the cases missing form the study of 205 (small percentage).

Chi-Square Test Statistic

24.42

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CROSS CLASSIFICATIONCategorical Variables Table

(with all observed (fo) and expected (fe) frequencies)

Variables of Interest

(Categorical)

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CLUSTERED BAR CHART

There are generally more educators that “very much” implemented what they learned from their training in the classroom, but there is a big difference between those who have indicated “not at all” or “not much” against those whom have “somewhat” or “added to” what they learned in the classroom.

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HYPOTHESIS RESULTS

(Chi-Square Test Statistic)Step 1: H0: There is NO relationship (independence)

between classroom setting and implementing what was learned from the training in the classroom

H1: A relationship exist between the classroom setting and implementing what was learned from the training in the classroom

Step 2: df = (R – 1) (C – 1) df = (3 – 1) (5 – 1) = (2)(4) = 8

Chi-square (Χ2crit) critical value

Alpha Level = .05df = (8)Χ2

crit = 15.51

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HYPOTHESIS RESULTS

(Chi-Square Test Statistic)

cells all

2cells all

22

frequency expected

frequency expected -frequency observed

e

eof

ff

24.42 Test Statistic:

Step 3: (SPSS)

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HYPOTHESIS RESULTS

(Chi-Square Test Statistic)

Fail to Reject the (Ho) Hypothesis: there is NO significant relationship between classroom setting and implementing what was learned from training in the classroom.

Step 4: Make a Decision?

Since the observed frequencies (fo) have very little difference from the expected frequencies (fe), then we can say that the variables are independent (i.e., they are not related in the case with three different classroom settings

The chi-square test statistic value is less extreme than the Chi-square (Χ2

crit) critical value.

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MEASURE OF EFFECT SIZE

Cramer’s V Symmetric Measures (SPSS)

General Guidelines for Interpreting V V > .25: Very strong relationship .15 < V < .25: Strong relationship .11 < V < .15: Moderate relationship .06 < V < .10: weak relationship .01 < V < .05: No or negligible relationship

The study can be interpreted as a weak relationship of the two variables.

𝑽=√ 𝑿𝟐

𝒏(𝒅𝒇 ∗)

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DISCUSSIONSummary

Two categorical variables had NO relationship but contribute to the major outcomes:

1. Professional development outcomes, as measured by job status, learning and transfer of learning, and,

2. Organizational outcomes, as measured by program quality, child outcomes and staff retention.

The research question guiding this Chi-square statistic test contributed to determining the degree to which:

1. A unified professional development framework initiated at the state level results in positive child outcomes, and,

2. The educational level of early care and education providers enhances the quality of classroom environments.

Description of Variables  

Two categorical variables used in Chi-square test statistics were not ALL inclusive to this major study. Based on previous research and expert knowledge of early care and education systems in Kentucky, system, program, teacher and child level variables were used.

The two categorical variables used for the Chi-square test also identified that the level and intensity of participation in components of the Professional Development Framework in Kentucky by teachers and the support of administrators for this participation have an impact on teacher retention, program quality and child outcomes.

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References

Lambert, M., Vero, J. & Zimmermann, B. (2012). Vocational training and professional development: A capability. International Journal of Training and Development, 16(3), 164-182

Eren, A. (2012). Prospective teachers' interest in teaching, professional plans about teaching and career choice satisfaction: A relevant framework? Australian Journal of Education, 56(3), 303-318.

Murphy, G. A. & Calway, B. A. (2008). Professional development for professionals: Beyond sufficiency learning. Australian Journal of Adult Learning, 48(3) 424-444.

Coleman, T, (2012). Path to the profession CURRENTS Review, 38(7), 44-50.

Harris, C. R. (2008). Career development event participation and professional development needs of Kansas Agricultural Education Teachers. Journal of Agricultural Education, 49(2), 130-138.

Building an Early Childhood Professional (2010). Development System. Issue Brief Center for Best Practices.

Karoly, L. (2012). A golden opportunity: Advancing California's early care and education workforce professional development system. Monograph, RAND Corporation.

Anctil, T. M., Smith, C. K. Schenck, P. & Dahir, C. (2012). Professional School Counselors' Career Development Practices and Continuing Education Needs. Career Development Quarterly, 60(2), 109-121.

McLaren, E. M., Hall, P. J., Fox, P. (2009). Kentucky's early childhood professional development initiative to promote social-emotional competence. NHSA Dialog, 12(2), 170-183.

Rous, B., Grove, J. & Townley, K. (2007). Kentucky's statewide early childhood professional development system. Dimensions of Early Childhood, 35(1), 29-37.

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PRESENTATION AT NIU MAY 2, 2012