A Mixed-Methods Study of Head Start Professionals' Experiences With the Teaching Strategies GOLD®

• In Event: Assessment and Evaluation in Early Childhood Settings

Abstract

This mixed methods study explored how Head Start professionals use and perceive a popular commercial assessment and instructional planning system, Teaching Strategies GOLD®. During one school year, we conducted 17 interviews with teachers, principals, and other staff in leadership positions in a Head Start serving 2,400 children in mostly urban; and suburban, and rural settings. We first performed holistic coding to inform a survey subsequently completed by 153 staff, including 50% of the organization’s teachers and principals. We further examined transcripts through descriptive coding. Triangulation and meta-inference applied to both qualitative and quantitative data revealed the Teaching Strategies GOLD® is an integral, though time-intensive part of the entire organization’s work to support early learning for low-income children.

Authors

• Claire E Cameron, University at Buffalo - SUNY

• Sabrina Ann kenny, University at Buffalo - SUNY

• Qinghua Chen, University at Buffalo - SUNY