Iterative Design Approaches and Strong Researcher-Practitioner Partnerships Facilitate Teacher Engagement in the iWRITE Professional Development

• In Event: How Implementation Science and Design Thinking Can Be Nurtured in Research That Addresses Wicked Problems

Abstract

Purpose. This study designed and examined the implementation of the Improving Writing Resources and Instruction in Teaching Environments (iWRITE), an online PD focused on enhancing language and literacy outcomes for young children through quality writing environments and teacher supports.. Further we discuss how we leveraged strong researcher-practitioner partnerships and an iterative design approach to address multiple “wicked problems” (Rittel & Webber, 1973). Key barriers to teacher engagement are considered through a Theoretical Domains Framework (Atkins et al., 2017).
Perspectives. Due to the multifaceted nature of early writing (Kaderavek, Cabell, & Justice, 2009; Puranik & Lonigan, 2014), writing instruction can promote a range of literacy skills (Hall, Simpson, Guo, & Wang, 2015; Hofslundsengen, Hagtyet, & Gustafsson, 2016). Quality instruction is rare in preschools, however (Bingham, Quinn, & Gerde, 2017). To address this issue, our team developed the iWRITE PD providing access to eight online learning modules (OLMs) focused on early writing and an expert coach who offered individualized feedback on teacher-posted videos.
Methods/data source. Fifty-four diverse Head Start teachers from urban areas of two US states participated in a pilot study of the iWRITE PD. The study utilized a RCT design (waitlist control) with three pre-test and post-test assessments spanning seven months after intervention.
Results. Results using linear latent growth curve analysis indicated that treatment teachers increased more rapidly on the Early Language and Literacy Classroom Observation (ELLCO) writing subscale over the course of the study (3.0 times faster, p<.001), leading to a higher score at post-test (d=1.4, p=.001). Similarly, treatment teachers increased more rapidly (2.3 times faster, p=.002) and had higher final scores (d=.9, p<.001) on the WRITE measure of classroom writing materials (6.4 points higher, p<.001). In addition, there was some evidence that treatment teachers exhibited higher scores on the ELLCO total score (d=.8, p=.051).
Significance and wicked problems. Findings highlight the iWRITE PD’s capacity to improve classroom-level writing environments and the potential to enhance the broader literacy environment. Wicked problems, however, were addressed at multiple phases of the study through iterative design approaches and strong research-practitioner partnerships. To preemptively alleviate concerns associated with the TDF domains of Beliefs about Capabilities, we partnered with teachers to design the PD content and structure. Through Think Aloud interviews and usability trials, teacher guidance informed content, pacing, and assignment protocols. The domains of Environmental Contexts and Resources and Social Influences impacted engagement with the intervention resulting in heterogeneity of PD dosage across teachers. Specifically, technological issues (e.g., limited bandwidth impeding video viewing/uploading) were addressed by alleviating infrastructure issues with technology (e.g., providing personal wifi, teacher access through school firewalls). Social Influences (e.g., peer/supervisor to video record teachers, work time to complete OLMs) contributed to engagement as evidenced by site-level variation in dosage. Change in Management occurred during our baseline data collection when three participating programs lost funding, releasing all teachers. Due to careful tracking and strong relations with teachers and administrators, we reenrolled teachers who were rehired by other local programs, salvaging the sample.

Authors

• Hope K. Gerde, Texas A&M University - College Station

• Gary E. Bingham, Georgia State University

• Ryan Bowles, Michigan State University