The relationship of teacher certification to acquisition of language skills as taught in the PEEK program.

摘要

The investigation focused on teacher effectiveness of selected certified and noncertified teachers as related to the acquisition of age-appropriate language skills of four-year-old Head Start children. In addition, attention was given toward the effectiveness of the Peabody Early Experiences Kit (PEEK) in elevating receptive and expressive language skills equivalent to children previously attending Head Start.;The study used Shavelson's quasi-experimental design having two treatment groups. One group of subjects (N = 27) received language intervention through the use of the PEEK program from a certified teacher and, the second group of subjects (N = 25) received language intervention through the use of the PEEK program from a noncertified teacher. The Battelle Developmental Inventory (BDI) was the instrument used as both pretest and posttest to collect data pertinent to the study.;The data were analyzed using the t-test for independent samples and analysis of covariance, using.05 as the level of significance. Findings of the study indicated no significant difference between language intervention skills of the certified and noncertified teacher in receptive and total language variables under test. A significant difference did exist in expressive language intervention when higher achievement was attained with a noncertified teacher. Data analysis revealed the PEEK language intervention program was more effective in elevating receptive and expressive language skills to closer age-appropriate levels of development than the traditional Head Start language program.;As a result of the study, it was recommended that collaborative efforts between school personnel and Head Start officials include a plan for implementing an alternate language program, such as the Peabody Early Experiences Kit (PEEK); certified teachers assist noncertified Head Start teachers with planning and implementing structured daily 30-minutes' language lessons, as recommended by PEEK; school personnel and Head Start officials review collected data to more accurately assess the children's preparation for formal education; school personnel provide consultant services to Head Start personnel for examination of assessment practices; and school personnel collaborate with neighboring school district officials in replicating the study in an effort to teach language skills needed by students to more successfully meet the challenges upon entering public kindergarten.