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Reaching Teachers Of Early Multilingual Learners Through Professional Development: A Systematic Literature Review, Hazel Vega, Emily Howell, Rebecca Kaminski, C.C. Bates
Reaching Teachers Of Early Multilingual Learners Through Professional Development: A Systematic Literature Review, Hazel Vega, Emily Howell, Rebecca Kaminski, C.C. Bates
Publications
This systematic literature review synthesises 49 studies exploring teacher professional development (PD) focused on the education of multilingual learners (MLs). Specifically, we examined PD design for in-service mainstream classroom teachers serving MLs in early elementary grades. We followed the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) guidelines for transparent reporting in systematic reviews, including the four phases of identification, screening, eligibility, and inclusion. Findings show that although the content of PD has covered foundational literacy areas, such as vocabulary and comprehension, more attention is needed on integration of culture and MLs’ linguistic repertoires. Results also show that PD …
Science At The Center: Meaningful Science Learning In A Preschool Classroom, Sara Raven, Julianne Wenner
Science At The Center: Meaningful Science Learning In A Preschool Classroom, Sara Raven, Julianne Wenner
Publications
Even though children are natural scientists, many preschools isolate and limit science, which can cause children to miss out on valuable learning experiences and school readiness skills. Additionally, minimizing science at the preschool level fails to set a solid foundation for K-12 science education. In this single case study, we focused on the experiences and daily work of one constructivist-oriented preschool teacher who utilized science-based guided play and emergent curriculum as vehicles for important aspects of preschool learning. Findings demonstrate that with careful planning and intention, science can be utilized as a context for nonscience preschool learning objectives outlined by …