Action Research Presentation Roseanne Hamrick

Research Question Which produces greater gains for the academic standard of letter recognition for GA Pre-K GELDS, large or small group?

Literature Review Boruvkova, R. b., & Emanovsky, P. p. (2016). Small group learning methods and their effects on learners’ relationships Problems of Education in the 21st Century, 7045-58. Ceinar, L. (2015). An observation into large group teaching asean Journal of Teaching & Learning in Higher Education, 7(1), 18-25 Godwin, K. E., Almeda, M. V., Seltman, H., Kai, S., Skerbetz, M. D., Baker, R. S., & Fisher, A. V. (2016). Off-Task behavior in elementary school children. Learning and Instruction, 44128-143. Doi:10.1016/j.learninstruc.201604.003

Setting Jasper, GA GA Pre-K Classroom Private Center Two GA Pre-K Classrooms in the Center

Classroom Demographics One lead Teacher One full time assistant 22 Students Ages 4 – 5 years 14 girls 8 boys 21 Caucasian 1 Hispanic

15 Minute Whole Group Activities 15 Minute Small Group Activities Methodology Case Study of 4 Students 15 Minute Whole Group Activities 15 Minute Small Group Activities

Data and Analysis Mixed Methods Pre and Post Assessments Non-Engagement Scanning Journaling Matrices

Additional Resources Bright From the Start (2016) Georgia Department of Early Learning and Care, Georgia’s Pre-K retrieved 11/10/2016 from http://decal.ga.gov/ GELDS (2016) Georgia’s Department of Early Care and Learning, Communication, Language, and Literacy retrieved 11/10/2016 from http://www.gelds.decal.ga.gov/ IgnitED (2016) Deep Passion, Great Teaching, Ignited. Small Group Verses Whole Group Learning retrieved 11/01/2016 from http://fuelgreatminds.com/small-group-vs-whole-group-instruction/ Smetana, L. K., & Bell, R. L. (2014). Which Setting to Choose: Comparison of Whole-Class vs. Small-Group Simulation Use. Journal of Science Education and Technology, 23(4), 481-495.