Parental estimates of language use and language proficiency are useful for predicting the phonological skills of bilingual Spanish- and English-speaking children, and augmenting them with a direct measure of language ability as a predictor of segmental accuracy is desirable.
This paper describes the rationale, development, and first-year implementation of Wisconsin's Preschool Action Research and Development Initiative (PARDI) which evolved from a desire to enhance the utility of research on early childhood inclusion through collaboration between teachers and researchers. PARDI is a school-university partnership that creates opportunities for researchers and teachers to work collaboratively while examining issues related to early childhood inclusion. Specifically, 38 teachers from 22 inclusive early childhood classrooms inWisconsin participated in 2 collaborative research activities: (a) systematic recording and analysis of critical incidents (CIs); and, (b) quarterly meetings for analysis of CIs by researchers and teachers. In addition to describing PARDI's collaborative research model and methodology, this paper presents preliminary findings concerning the impact of PARDI on teachers' thinking and classroom practices.
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