INVESTIGATION OF ‘AT-RISK’ STUDENTS Investigating the Elements Influencing the Identification of “At-Risk” Students in the Context of the Full-Day Early Learning - Kindergarten Program in Ontario Suzanne Gooderham Thesis submitted to the Faculty of Graduate and Postdoctoral Studies in partial fulfillment of the requirements for the Doctorate in Philosophy degree Education Teaching, Learning, and Evaluation Concentration Faculty of Education University of Ottawa © Suzanne Gooderham, Ottawa, Canada, 2015 INVESTIGATION OF ‘AT-RISK’ STUDENTS ii Acknowledgement This has been a long and rewarding but sometimes difficult journey. It would not have been possible without the kind and generous support of so many people. First, I would like to thank the participants who let me into their offices, schools, and classrooms and shared their thoughts and ideas about the more vulnerable children in their care. The project would, of course, not have been possible without their input but it was their candor and their enthusiasm for their jobs and education system that I appreciate most. Sincere thanks go to my committee members, Dr. Raymond LeBlanc, Dr. Cynthia Morawski, and Dr. Christine Suurtamm. Your insightful questions and comments contributed substantially to an improved final product. I would also like to express my appreciation to Dr. Cheryll Duquette; although she retired before the completion of the project I am grateful for her advice and guidance as co-supervisor in the first few years and wish her best in her retirement. I am especially grateful to my supervisor, Dr. Jessica Whitley. She was both guide and coach throughout my program. She gave me space to proceed at my own pace but was always there with prompt (and extremely effective) feedback as well as encouragement and support as I negotiated the sometimes mysterious and confusing rules of the graduate game. Thanks also to the many others who made this sometimes lonely process much less difficult. My fellow candidates, especially Brenna and Jenn, lent support and made me feel like part of a learning community. My sisters, Sandy and Stephanie, were always there if I needed to talk. My friends, especially Sharon and Lynn, were supportive and encouraging even if some of them didn’t understand why I had quit a perfectly good job to go back to school. And finally I want to express my most heartfelt appreciation to my daughter Krista, my son Nicholas and husband Gerry. Kris, your unending enthusiasm for life and truly adventurous spirit has been as much, if not more, of an inspiration to me as I have ever been to you. Your encouragement helped me through some of the most stressful times. Nic, thank you for your sensitivity and quiet strength and for always being there with a hug when I needed it. I am so proud of the man you have become. Gerry, I am so grateful for your love, for the many years of understanding that I needed to find my own path, and your unflagging support even when it meant we spent a great deal of time living apart. I promise – no more INVESTIGATION OF ‘AT-RISK’ STUDENTS iii courses (at least for a little while). Words cannot express how fortunate I feel to have the three of you in my life and it is to you I dedicate this thesis. INVESTIGATION OF ‘AT-RISK’ STUDENTS iv Abstract This study was designed to explore the elements that influence the identification of young children that might be considered at-risk for early school failure. To this end, guided by complexity theory, the study sought to examine (a) system requirements and expectations at the provincial and school board levels, (b) current practice in schools and classrooms, and (c) the beliefs and knowledge of individuals surrounding the assessment and identification of at- risk students in Kindergarten. Using a qualitative, case-study approach 23 individuals from two different school boards in Ontario were interviewed to explore both practice and beliefs. Review of relevant provincial and school board documents as well as artifacts that were gathered during school visits provided further information. While there were some differences in details, the findings were similar in the two boards. In describing which characteristics were of concern when considering an at-risk designation, most participants cited social, emotional, and behavioural difficulties. While both school boards required tracking and assessment of literacy skills, teachers and ECEs concentrated more on ongoing observations and anecdotal notes to determine student progress. Interventions for students at- risk were more often provided for students with academic difficulties. However, there was also some support for behaviour difficulties in terms of consultation from special education personnel in one board and an early intervention team in the other. It was clear from the findings that many elements influence the identification of a student as at-risk including the characteristics of the student, the student’s family, and the particular classroom, school, and board the student attends. The study findings contribute to our understanding of practice and beliefs around young student at-risk and how the interactions of the various elements involved impact the identification of individual students. INVESTIGATION OF ‘AT-RISK’ STUDENTS v Table of Contents INVESTIGATING THE ELEMENTS INFLUENCING THE IDENTIFICATION OF “AT-RISK” STUDENTS IN THE CONTEXT OF THE FULL-DAY EARLY LEARNING - KINDERGARTEN PROGRAM IN ONTARIO ......................................................................................................................................... I ACKNOWLEDGEMENT .........................................................................................................................................II ABSTRACT .............................................................................................................................................................. IV LIST OF TABLES ................................................................................................................................................... VII TABLE OF FIGURES .......................................................................................................................................... VIII CHAPTER 1 – INTRODUCTION ............................................................................................................................. 1 Background and Context ............................................................................................................................ 2 Statement of Problem ................................................................................................................................. 5 Statement of Purpose and Research Questions ........................................................................................... 6 The Research Approach .............................................................................................................................. 6 Rationale and Significance ....................................................................................................................... 10 Definitions of Terminology ...................................................................................................................... 11 CHAPTER 2 – REVIEW OF THE LITERATURE ............................................................................................... 13 Concept of At-Risk ................................................................................................................................... 14 Early Identification and Intervention ........................................................................................................ 19 Early Childhood Education ...................................................................................................................... 24 Beliefs, Knowledge, and Practice ............................................................................................................. 33 Theoretical Perspective/ Conceptual Framework ..................................................................................... 39 Chapter Summary ..................................................................................................................................... 49 CHAPTER 3 – RESEARCH METHODOLOGY ................................................................................................... 50 Rationale for Research Approach ............................................................................................................. 50 Summary of Information Required ........................................................................................................... 53 Overview of Research Design .................................................................................................................. 55 Description of Steps in the Research Design ............................................................................................ 56 Participant Selection ................................................................................................................................. 57 Overview of Participants .......................................................................................................................... 58 Data Collection Methods .......................................................................................................................... 64 Data Analysis and Synthesis ....................................................................................................................