Reconceptualizing Family Engagement as an Improvisational Practice: Lessons from Pre-K Teachers' Practices During COVID-19.

Scholars have argued against a post-COVID return to normality on the grounds that the pandemic offers an opportunity to break with the past and imagine a different, more just future. In this analysis of pre-kindergarten teachers' reflections on teaching during COVID-19 in the state of Michigan, we take up the notion of the pandemic as a portal to consider how practices that emerged during the pandemic might be carried forward post-pandemic. Through a qualitative interview study with 25 public pre-K teachers in Michigan, we sought to understand how the pandemic altered the nature of family-teacher engagement. Our analysis led us to conceptualize teaching as an improvisational practice that was highly responsive to the circumstances and needs of families. We identified three central themes that animated pre-K teachers' work during the pandemic: supporting families through new types of "offers" (a term from improv theory), making learning accessible, and fostering collectivity by partnering with families. Teachers' practices during the pandemic reveal new avenues for conceptualizing family engagement as an improvisational practice. We draw on the principles of improv theory to outline a framework for this approach.

Resolving Dimensionality in a Child Assessment Tool: An Application of the Multilevel Bifactor Model.

Multidimensionality and hierarchical data structure are common in assessment data. These design features, if not accounted for, can threaten the validity of the results and inferences generated from factor analysis, a method frequently employed to assess test dimensionality. In this article, we describe and demonstrate the application of the multilevel bifactor model to address these features in examining test dimensionality. The tool for this exposition is the Child Observation Record Advantage 1.5 (COR-Adv1.5), a child assessment instrument widely used in Head Start programs. Previous studies on this assessment tool reported highly correlated factors and did not account for the nesting of children in classrooms. Results from this study show how the flexibility of the multilevel bifactor model, together with useful model-based statistics, can be harnessed to judge the dimensionality of a test instrument and inform the interpretability of the associated factor scores.