"It's Useful But...": A Comparison Study Using Positioning Theory to Investigate Experiences of Head Start Teachers and Principals With Teaching Strategies GOLD® (Poster 6)

• In Event: Division H Graduate Student Poster Session: Fresh Perspectives on Research, Evaluation, Assessment, and Accountability in Schools

Abstract

Grounded in positioning theory, this empirical study examines 15 storylines from interviews with Head Start teachers and principals when they report their experience with Teaching Strategies GOLD, the teaching and assessment tool widely used in the public Head Start preschool program to support disadvantaged children. Using the lens of the positioning theoretical framework, this research compares teachers and principals in their (1) reported usage, (2) attitudes, and (3) suggested changes to TS Gold utilization. Data include interviews both with lead teachers and principals, enhanced by additional narratives from 69 surveys. Findings show that different role-based positioning leads to different speech acts, providing a better understanding of the tool usage and perception, and suggesting changes for improved application at Head Start.

Authors

• Qinghua Chen, Oregon State University

• Claire E. Cameron, University at Buffalo - SUNY