Collaboration patterns as a function of article genre among mixed researchers: a mixed methods bibliometric study.

Surprisingly, scant information exists regarding the collaboration patterns of mixed methods researchers. Thus, the purpose of this mixed methods bibliometric study was to examine (a) the distribution of the number of co-authors in articles published in the flagship mixed methods research journal (i.e., "Journal of Mixed Methods Research" ["JMMR"]) as a function of article genre (Quantitative Phase); (b) the relationship between the genre of articles published in "JMMR" and degree of collaboration in these articles (Quantitative Phase); (c) the difference between the number of authors in empirical research articles and non-empirical research articles published in "JMMR" (Quantitative Phase); and (d) select leading mixed methods researchers' collaboration experiences as a function of genre of article (Qualitative Phase). An analysis of all articles published in "JMMR" from 2007 (its inception) to 2015 (the latest complete year at the time that the study was conducted) revealed (a) a statistically significantly higher proportion of empirical research articles (63.2%) than non-empirical research articles (36.8%), (b) that empirical research articles were 1.4 times (95% confidence interval = 1.10, 1.78) more likely to involve multiple authors than were non-empirical research articles; and (c) that empirical research articles contained statistically significantly more authors than did non-empirical research articles. With respect to the qualitative phase, four themes (i.e., mental perception, mixed methods research, publication and research aids, and independent/group work) emerged regarding collaboration for empirical articles versus for non-empirical research articles. Implications of these findings are discussed

Building a Classroom Community that Supports English Learners in Preschool Classrooms

Children who speak languages other than English at home, called English Learners (ELs), English Language Learners (ELLs), or dual-language learners, now comprise over 30% of the population of Head Start classrooms. Research-based teaching practices and strategies that support language learning and promote inclusion of ELs into the classroom community make an impact and reduce the potential for EL’s later reading difficulties. At Education Development Center in Waltham, Massachusetts, a multi-faceted professional development that includes content-focused coaching, Supporting Preschoolers with Language Differences (SPLD) achieved some dramatic results in impacting the language learning of EL preschoolers. It did so by supporting teachers’ abilities to integrate three practices- collecting and using language assessment data, learning and applying language strategies, and adapting classroom activities and routines- to build a supportive language learning community for ELs. SPLD also uncovered the rich and complex interactions between coaches and teachers that contribute to supporting teacher practice

Supporting English Learners in Preschool: Strategies for Teachers

This research to practice paper summarizes a study of Supporting Preschoolers with Language Differences (SPLD), a professional development (PD) program aimed at building the capacity of preschool teachers to support the language and literacy development of young English learners (ELs). It describes practical strategies and approaches included in the program that all preschool teachers can use- formative assessment, specific language-support strategies, and adaptations to classroom activities- to promote EL children’s oral language, receptive language, and pre-literacy skills