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Author Biography

Claire Underwood is a Ph.D. candidate researching nature-based early childhood education through community-engaged approaches that bridge research and practice to support equity, reciprocity, and sustainability.

Dr. Leslie Kochanowski leads early childhood research and initiatives focused on the design of early learning environments, play, creativity, equity, and nature-based learning, using participatory methods to elevate teaching.

Abraham Underhill has been a preschool educator for more than 20 years. He has published and presented his work on nature play and creativity at local and national conferences.

Abstract

This methodological paper explores the use of Group Level Assessment (GLA) (Vaughn & Lohmueller, 2014; Vaughn, 2024) as a participatory approach to practitioner inquiry within an early childhood education program. Using Cochran-Smith and Lytle’s (2009) inquiry as stance as a guiding conceptual framework, GLA is framed as a methodology that affirms educator expertise, fosters collective reflection, and generates tangible action. We document the adaptation and implementation of the GLA protocol at the Arlitt Center, a university-affiliated early childhood laboratory school committed to teacher-led professional learning. Through an adapted GLA process, teaching staff engaged in identifying barriers and opportunities related to a shared pedagogical focus—phenology. GLA facilitated the co-construction of professional knowledge, generation of actionable solutions, and reflection on teacher identity as researchers. Consideration is also given to the limitations and benefits of GLA, positioning it as a valuable method for advancing and expanding the impact of practitioner research, within and beyond the classroom.

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