What is the purpose of your study?

 

My study goal is to strengthen phonics language development among Cleveland ISD preschool students with the help of my proposed Station Rotation Model. This educational framework is based on two main approaches, COVA and CSLE, and it can be categorized as a meaningful and mature learning strategy. Station rotation allows students to engage in interactive and traditional activities at various to foster autonomy, intrinsic motivation, and emotional growth. My proposal integrates phonics apps and games at some stations and develops sound- and letter-based activities at others to create versatile and personalized opportunities for learning. Furthermore, my collaborative proposal will ultimately motivate my colleagues and the Cleveland ISD educational community to implement similar literacy strategies that can be used in other settings to improve preschool education. 

 

What is your fundamental research question?

 

The essential research question I would like to answer is: How does a station rotation project that involves interactive and traditional physical exercises improve the phonetic language development of a preschool child in Cleveland ISD? This question serves as my filter regarding the selection of supporting materials to develop educational practices, as it demonstrates how the concurrent implementation of the COVA (Choice, Ownership, Voice, Authenticity) and CSLE (Creating Significant Learning Environments) frameworks empowers the child through election surveys in their learning, self-determination, independence, and promotes cognitive growth and essential perceptual skills.

 

What is your research design? Qualitative, quantitative, and both (mixed-methods). Why?

 

The mixed-methods research design aligns well with my proposal to promote phonetic language development through stations in preschool settings. 

​

• Quantitative Aspect

This methodology supports my proposal for phonetic language development. The quantitative dimension involves using a structured model. The data will focus on measurable outcomes related to children's letter, sound recognition, and reading fluency. 

The quantitative analysis will specifically examine the impact of the station rotation system on academic progress to assess a particular phonetic development outcome. By analyzing these outcomes, we can quantify the effectiveness of approaches in concrete, measurable terms. 

 

• Qualitative

Cova and CSLE are qualitative approaches that focus on observing and gaining a deep understanding of students' learning experiences. In my case, I aim to capture how students interact with activities and develop their autonomy and engagement with our rotation model. I will conduct interviews and observations to explore their perception of control, intrinsic motivation, and social-emotional skills, which are the critical areas of interest.

 

• Combining Approaches.

 

Integrating both methods will provide a comprehensive analysis of the initiative's impact. I will assess both academic success and student autonomy and engagement. Throughout the school year, this approach will help me gain a clear and accurate understanding of the meaningful learning I aim to achieve at Cleveland ISD. This combined research design endures measurable progress in student mastery of phonics skills and considers non-quantifiable factors such as motivation and genuine passion. 

 

What is the most appropriate type of data to collect?

 

Assessing the effect of the proposed innovation on phonics development in preschool through the station rotation system requires a thorough approach to gathering quantitative and qualitative data. 

 

• Quantitative Data:

 

Collecting quantitative data is essential for objectively understanding children's progress in phonics skills within the station rotation system. This involves tracking indicators such as children's ability to recognize sounds and letters and measuring their pronunciation accuracy and fluency. Metrics are recorded over time to assess progress, particularly during rotation, when performance promotes are more noticeable. Additionally, variations in results across different stations can be compared to evaluate their effectiveness in supporting phonetic development. 

 

• Qualitative Data:

 

When it comes to qualitative data, observing and gathering testimonies to understand how students engage with and relate to learning phonics within a rotation-to-station model is essential. Qualitative observations capture the subjective and emotional aspects of the learning process, including confidence, motivation, and autonomy, which are vital within the COVA theoretical framework. Insights from both students and teachers will give a personal perspective on the impact of the intervention assessment and its influence on the student's academic progress beyond learning outcomes. So, this proposal's coming quantitative and quantitative data will offer a comprehensive view of success, highlighting academic progress in phonics skills and the sociocognitive of learning. 

 

What types of measurement instruments will you use?

 

The first is used to measure the impact of the innovative proposal on the development of phonetic language in preschool through rotation in their station. Therefore, the measurement above instruments must have a combination that allows for both quantity and quality, which not only evaluates the progress of phonetic skills but also compares the achievement of the impact on development in school years. 

 

• Standardized Phonis Tests: 

 

This test provides quantitative data on a specific process, including letter-sound discrimination and reading fluency. Pound measurement systems allow teachers to regulate how much the station rotation system helps students improve their phonics range and proficiency. The information obtained is essential to identifying areas of strength and weakness.

 

• Self-assessment surveys and questionnaires

 

This type of instrument is essential, as it provides immediate feedback data that helps adjust the teaching model in real-time, adapting it to specific progress and needs.

 

• Interviews and Testimonials:

 

As a qualitative resource, it provides a deeper understanding of how rotation stations strengthen preschool children's phonetic learning development as well as the social-emotional development of their students. Listen to students, teaching staff, and even parents. This combination of instruments provides a comprehensive evaluation table of this program, combining concrete facts with personal experience. The purpose of these interviews and testimonials is to offer a complete picture of the success and challenges of introducing a rotating station in teaching phonetic language development.

 

What is the focus of your literature review?

 

The literature review in my innovation proposal covers several vital areas: phonics language development, implementing a new instrumental station model, and innovations in creating meaningful learning environments, including the COVA and CSLE frameworks.

Early Stage of Phonics Learning: Research highlights the essential role of phonics learning in early recognition, word construction and breakdown, and fluency. This foundational knowledge is critical for their future reading success.

 

The second aspect involves exploring the benefits of the station model and personalized activities. The station approach makes learning more accessible and provides individualized attention. Additionally, it enhances interaction and learning by maintaining student interest in a structured environment. 

 

The review examines the impact of the COVA and CSLE educational frameworks on teaching. The frameworks foster an environment where students can choose and express their opinions, promoting autonomy and authenticity. Incorporating these principles into the rotation model encourages phonetic development and supports social-emotional and critical development. This approach aligns with the philosophy of student-centered learning and the goal of enhancing student growth.