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Articles 1 - 30 of 35
Full-Text Articles in Education
Learning From Faculty Mentors Who Had To Mentor And Evaluate Teacher Candidates Completing A Remote Practicum In The Early Stages Of The Covid-19 Pandemic In Canada, Sheryl Macmath, Deirdre Degagne
Learning From Faculty Mentors Who Had To Mentor And Evaluate Teacher Candidates Completing A Remote Practicum In The Early Stages Of The Covid-19 Pandemic In Canada, Sheryl Macmath, Deirdre Degagne
Journal of Educational Supervision
In the Spring of 2020, the COVID-19 global pandemic impacted all aspects of life throughout the world, including education. Teachers who had never taught online before, all of a sudden had one week to get ready to engage with their students in a virtual setting. On top of these changes, our small post-degree Canadian teacher education program had teacher candidates on practicum in K-12 schools. That meant our faculty mentors, responsible for recommending teacher candidates for certification, had to figure out how to mentor, support, and evaluate teacher candidates who were teaching remotely. This research aimed to address the following …
Toward A Renewal Of Supervisory Scholarship And Practice In Teacher Education: A Collaborative Self-Study, Brandon M. Butler, Rebecca West Burns, Craig Willey
Toward A Renewal Of Supervisory Scholarship And Practice In Teacher Education: A Collaborative Self-Study, Brandon M. Butler, Rebecca West Burns, Craig Willey
Journal of Educational Supervision
University supervision of teacher candidates is a well-recognized component of teacher preparation. However, teacher education has long devalued supervision, largely relying upon retired teachers, administrators, and graduate students to serve as supervisors, often with little training or support. Although clinical practice has received increased focus among accrediting bodies, supervision as a field of scholarship and practice continues to receive little support within institutions or attention in teacher education. As supervision practitioners and scholars, the three authors engaged in collaborative self-study, sharing and interrogating professional autobiographies and narratives related to supervision, to make sense of institutional and professional contexts and to …
Early Childhood Field Experience Supervision: Negotiating Praxis, Amy L. Kelly
Early Childhood Field Experience Supervision: Negotiating Praxis, Amy L. Kelly
Journal of Educational Supervision
This case examines the complex partnership between the university teacher education program and the host school district. Many factors contribute to the expectations and requirements of both institutions, which can at times, conflict in fundamental ways. The theoretical and research-based methods of early childhood coursework are often different than the reality of those classrooms. Furthermore, the adoption of initiatives like, Culturally Responsive Teaching and Leading standards by university teacher education programs must translate to the fieldwork. School and district-wide mandates often overrule best pedagogical and developmentally appropriate practices. With these opposing perspectives how can supervisors bridge the gap between the …
Reliability Evidence For The Nc Teacher Evaluation Process Using A Variety Of Indicators Of Inter-Rater Agreement, T. Scott Holcomb, Richard Lambert, Bryndle L. Bottoms
Reliability Evidence For The Nc Teacher Evaluation Process Using A Variety Of Indicators Of Inter-Rater Agreement, T. Scott Holcomb, Richard Lambert, Bryndle L. Bottoms
Journal of Educational Supervision
In this study, various statistical indexes of agreement were calculated using empirical data from a group of evaluators (n = 45) of early childhood teachers. The group of evaluators rated ten fictitious teacher profiles using the North Carolina Teacher Evaluation Process (NCTEP) rubric. The exact and adjacent agreement percentages were calculated for the group of evaluators. Kappa, weighted Kappa, Gwet’s AC1, Gwet’s AC2, and ICCs were used to interpret the level of agreement between the group of raters and a panel of expert raters. Similar to previous studies, Kappa statistics were low in the presence of high levels of …
Supervision To Deepen Teacher Candidates’ Understanding Of Social Justice: The Role Of Responsive Mediation In Professional Development Schools, Megan E. Lynch
Supervision To Deepen Teacher Candidates’ Understanding Of Social Justice: The Role Of Responsive Mediation In Professional Development Schools, Megan E. Lynch
Journal of Educational Supervision
Those responsible for supervising teacher candidates have an obligation to promote socially just pedagogies. In this paper, I investigate my own supervisory practice as a novice supervisor in my mediation of a teacher candidate’s understanding of social justice. I rely on a sociocultural theoretical perspective (Vygotsky, 1978) and the psychological tool of responsive mediation (Johnson & Golombek, 2016) for my supervisory practice and an anti-capitalist interpretation of socially just teaching (Apple, 2004; Ayers, 2010; Bowles & Gintis, 2011). Through a microgenetic analysis (Wertsch, 1985) of a post-observation transcript, I empirically document the developmental opportunities that take place over a span …
Children With Disabilities Tend To Stay In A Highly-Resourced Early Head Start/Head Start Program Longer Than Children Without Disabilities, Alan Cobo-Lewis, Dale Walker, Noreen Yazejian, Shinyoung Jeon, Sandra Hone, Karen Stoiber, Diane Horm, Gabriela Guerrero, Donna Bryant
Children With Disabilities Tend To Stay In A Highly-Resourced Early Head Start/Head Start Program Longer Than Children Without Disabilities, Alan Cobo-Lewis, Dale Walker, Noreen Yazejian, Shinyoung Jeon, Sandra Hone, Karen Stoiber, Diane Horm, Gabriela Guerrero, Donna Bryant
Poster Presentations
Using data from 21 Educare schools, the researchers measured the rate at which children from birth to kindergarten-age enter the school and rate at which they exit the school. Educare schools are highly resourced Early Head Start/Head Start programs targeting children at risk, especially children from low-income backgrounds. About 10% of the children have a disability. Results showed that children with a disability tended to stay in the program longer, especially when enrolled in Early Head Start.
Learning Ideas - Understanding Accessible Educational Materials (Aem) And Their Use: Tips For K-12 Educators, University Of Maine Center For Community Inclusion And Disability Studies
Learning Ideas - Understanding Accessible Educational Materials (Aem) And Their Use: Tips For K-12 Educators, University Of Maine Center For Community Inclusion And Disability Studies
Professional Development
Students arrive in classrooms with a variety of skills, interests and needs. For many learners, the typical curriculum—including instructional methods, classroom materials, and assessments of knowledge—may contain barriers to educational participation and achievement. Students who are unable to access print materials face particular challenges. Accessible educational materials reduce barriers and provide rich supports for learning. By using accessible educational materials, educators enable all learners to gain knowledge, skills and enthusiasm for learning.
Educational Videos About Restraint And Seclusion, Jodie Hall
Educational Videos About Restraint And Seclusion, Jodie Hall
Poster Presentations
The Coalition Against Restraint and Seclusion (C.A.R.S.) is a group of stakeholders whose mission is to prevent the overuse of restraint and seclusion within the educational setting. As part of Jodie Hall’s training with the New Hampshire-Maine LEND Program, she worked with C.A.R.S. to update their resources and parent education materials. This poster presentation reports on the outcome of her work and the development of a series of short informational videos which may be accessed via the internet.
Picture Vocabulary Growth In Students With And Without Disabilities In An Early Childhood Program That Targets Poor Families, Alan B. Cobo-Lewis
Picture Vocabulary Growth In Students With And Without Disabilities In An Early Childhood Program That Targets Poor Families, Alan B. Cobo-Lewis
Poster Presentations
We compared growth in the Peabody Picture Vocabulary Test between children with disabilities and children without disabilities in Educare Central Maine, a highly resourced data-driven Birth-5 early care and education program that targets children at risk of school failure because of socioeconomic factors. Children with disabilities made up 13% of enrollment. Children with disabilities tended to catch up with the typically developing children as they spent more time in Educare.
Computerized Adaptive Assessment Of Infant-Toddler Language Development: Demonstration And Validation Of An App For Screening, Alan B. Cobo-Lewis, Curtis Meadow, George Markowsky, Barbara Z. Pearson, Shawn A. Collier, Rebecca E. Eilers
Computerized Adaptive Assessment Of Infant-Toddler Language Development: Demonstration And Validation Of An App For Screening, Alan B. Cobo-Lewis, Curtis Meadow, George Markowsky, Barbara Z. Pearson, Shawn A. Collier, Rebecca E. Eilers
Poster Presentations
We have developed a computerized adaptive test (an app), based on the MacArthur-Bates Communicative Development Inventories (CDI), that can rapidly gauge infant and toddler language development based on parent report. The app can be very useful in screening for developmental disabilities in IDEA Part C or Section 619. We will demonstrate the app and present validation data for toddlers.
Policy Brief: Keeping All Students Safe Act Of 2014, Nancy Bergerson
Policy Brief: Keeping All Students Safe Act Of 2014, Nancy Bergerson
Policy Analysis
Senator Harkin (D-IA), Senator Murphy (D-CT), Senator Baldwin (D-WI), and Senator Hirono (D-HI) introduced the Keeping All Students Safe Act (S.2036) in the Senate on Feb. 24, 2014. Rep. Miller (D-CA) introduced H.R. 1893 on May 9, 2013. The Act would produce limitations for the use of restraints in public and private schools. Currently, 19 states have no policies in place to address this issue. The law would require better training, monitoring and enforcement of these standards, as well as the collection of related data which would be available to the public. We are asking you to co-sponsor the Keeping …
Growing Ideas - Confidentiality: Respecting The Privacy Of All Families, University Of Maine Center For Community Inclusion And Disability Studies
Growing Ideas - Confidentiality: Respecting The Privacy Of All Families, University Of Maine Center For Community Inclusion And Disability Studies
Early Childhood Resources
Care and education professionals routinely receive confidential information about children and families as part of their work. Maintaining confidentiality is important both legally and ethically.
Growing Ideas - Caring For Young Children - Business Matters, University Of Maine Center For Community Inclusion And Disability Studies
Growing Ideas - Caring For Young Children - Business Matters, University Of Maine Center For Community Inclusion And Disability Studies
Early Childhood Resources
Caregivers or business owners? Family child care providers are both. Paying attention to the business aspects of running a family child care home is an important component to having the income and working environment needed for program success.
Growing Ideas - Building Belonging: Providing Guidance For Social Skill Development, University Of Maine Center For Community Inclusion And Disability Studies
Growing Ideas - Building Belonging: Providing Guidance For Social Skill Development, University Of Maine Center For Community Inclusion And Disability Studies
Early Childhood Resources
As young children with and without disabilities grow, they are learning how to develop relationships with others and to be members of a community. All children need support to learn and achieve these important life skills. The process adults use to teach and support this learning is known as guidance. Effective guidance assumes the following conditions: Respect, understanding, and appreciation for every child’s unique qualities; Knowledge that children’s mistaken behaviors provide learning opportunities; An encouraging community where every child belongs and feels safe; and a developmentally appropriate, culturally responsive setting.
Growing Ideas - Daily Transitions - Time For A Change, University Of Maine Center For Community Inclusion And Disability Studies
Growing Ideas - Daily Transitions - Time For A Change, University Of Maine Center For Community Inclusion And Disability Studies
Early Childhood Resources
Young children with and without disabilities experience many changes during their day. Daily transitions in early care and education programs take place during an activity, or when children move from one activity to another or one location to another. Transitions include the following: Arriving at or departing from a program; Exchanging toys; Entering or leaving a play area during free choice time; Cleaning up after morning activities and starting a group circle time; Getting dressed to go outside to play; and Shifting from playing with friends to working with a teacher/therapist on a particular skill. Thoughtful planning is needed so …
Growing Ideas - Whack! Slam! Bang! - Aggression, University Of Maine Center For Community Inclusion And Disability Studies
Growing Ideas - Whack! Slam! Bang! - Aggression, University Of Maine Center For Community Inclusion And Disability Studies
Early Childhood Resources
Aggressive behavior - hitting, pinching, biting, and other acts through which children may hurt themselves or others - is a way children communicate by using their bodies. Children behave aggressively for a variety of reasons.
Growing Ideas - Partnering With An Early Childhood Mental Health Consultant, University Of Maine Center For Community Inclusion And Disability Studies
Growing Ideas - Partnering With An Early Childhood Mental Health Consultant, University Of Maine Center For Community Inclusion And Disability Studies
Early Childhood Resources
Early Childhood Mental Health Consultation (ECMHC) is a collaborative relationship between a mental health consultant and families, care and education professionals, and/or early care and education teachers. ECMHC strives to improve the ability of families, teachers, and care and education professionals to promote, sustain and restore healthy social and emotional development for all children. Early Childhood Mental Health Consultation approaches challenging situations with children from a problem solving perspective. ECMHC is not a therapeutic intervention: it occurs in the children's natural settings - child care, home, and school.
Growing Ideas - Admissions Policies And Practices That Build Inclusive Child Care Communities (For Providers), University Of Maine Center For Community Inclusion And Disability Studies
Growing Ideas - Admissions Policies And Practices That Build Inclusive Child Care Communities (For Providers), University Of Maine Center For Community Inclusion And Disability Studies
Early Childhood Resources
Quality inclusive child care settings include children with disabilities and health, behavioral or mental health concerns. Admissions policies that clearly state eligibility criteria, practices, program and parent and/or guardian responsibilities, can help families evaluate if the program will be a good match for their child. Providers may want to obtain legal advice to be sure their policy and procedures align with relevant federal and state laws and regulations.
Growing Ideas - Shocking Language! - Swearing, University Of Maine Center For Community Inclusion And Disability Studies
Growing Ideas - Shocking Language! - Swearing, University Of Maine Center For Community Inclusion And Disability Studies
Early Childhood Resources
When children swear, it is important to understand the hidden meaning behind those troubling words. As with any behavior, it is important to learn as much as you can about a child and what may be causing this swearing behavior. Young children usually do not know what the swear words mean, so what is the swearing behavior communicating? Is a child saying..."I am angry!" "This word makes people pay attention!" "I want to be like my favorite TV character!" "I need a friend!" or " I feel sick or hurt."
Growing Ideas - Early Childhood Mental Health Consultation, University Of Maine Center For Community Inclusion And Disability Studies
Growing Ideas - Early Childhood Mental Health Consultation, University Of Maine Center For Community Inclusion And Disability Studies
Early Childhood Resources
Early Childhood Mental Health Consultation (ECMHC) is a collaborative relationship between a mental health consultant and family members, child care providers, early care and education teachers, and/ or child development professionals. ECMHC strives to improve the ability of families, teachers, and caregivers to promote, sustain and restore healthy social and emotional development for all children. It supports building and maintaining healthy working relationships between care and education professionals and families.
Growing Ideas - Admissions Policies And Practices That Build Inclusive Child Care Communities (For Parents And Guardians), University Of Maine Center For Community Inclusion And Disability Studies
Growing Ideas - Admissions Policies And Practices That Build Inclusive Child Care Communities (For Parents And Guardians), University Of Maine Center For Community Inclusion And Disability Studies
Early Childhood Resources
All children, including children with disabilities, benefit when quality inclusive child care settings provide an equal opportunity to participate. Admissions policies and practices that reflect this inclusive philosophy can help parents and guardians evaluate whether the program will be a good match for their child.
Growing Ideas - Laws That Support Early Childhood Education For All, University Of Maine Center For Community Inclusion And Disability Studies
Growing Ideas - Laws That Support Early Childhood Education For All, University Of Maine Center For Community Inclusion And Disability Studies
Early Childhood Resources
State and federal laws protect the rights of children with disabilities. These laws support the inclusion of children with disabilities in care and education settings. Care and education professionals should be familiar with these laws.
Growing Ideas - Inclusive Early Childhood Education, University Of Maine Center For Community Inclusion And Disability Studies
Growing Ideas - Inclusive Early Childhood Education, University Of Maine Center For Community Inclusion And Disability Studies
Early Childhood Resources
Inclusive early childhood programs are built upon a foundation of developmentally appropriate practice (DAP) and consider individualized approaches that benefit all children. Inclusive programs welcome ALL children, including children with disabilities, and provide opportunities for each child in the group to participate, learn, and truly belong. Care and education professionals consider the needs of all children when planning, implementing, and evaluating the program.
Growing Ideas - Thoughtful Teaching: Developmentally Appropriate Practice, University Of Maine Center For Community Inclusion And Disability Studies
Growing Ideas - Thoughtful Teaching: Developmentally Appropriate Practice, University Of Maine Center For Community Inclusion And Disability Studies
Early Childhood Resources
Developmentally Appropriate Practice (DAP) describes an approach to education that guides early childhood professionals in their everyday practice. DAP comes from more than 75 years of research on child development and early learning. It gives early childhood professionals information from which to make decisions based on their knowledge of child development and what is known about how young children learn.
Growing Ideas - Ouch! That Hurts! - Biting, University Of Maine Center For Community Inclusion And Disability Studies
Growing Ideas - Ouch! That Hurts! - Biting, University Of Maine Center For Community Inclusion And Disability Studies
Early Childhood Resources
Children bite for a variety of reasons. Biting behavior provides clues to how children are feeling, their stage of development and what they need from their environment to be successful. Understanding what the young child needs is the first step in developing an effective response. For some children, biting may be related to their stage of development. Biting can be very common, for example, at the toddler stage. When young children lack skills and strategies to communicate their feelings and needs effectively, they may feel overwhelmed. Biting then becomes a child's way of expressing frustration.
Growing Ideas - Behavior Communicates, University Of Maine Center For Community Inclusion And Disability Studies
Growing Ideas - Behavior Communicates, University Of Maine Center For Community Inclusion And Disability Studies
Early Childhood Resources
All child care professionals who provide quality inclusive child care strive to understand what children are telling them through their behavior. When a child behaves in a way that indicates a need for extra help and support, ask the question, "What is really going on here?" Be a detective to discover possible messages in the child's behavior.
Growing Ideas - Assessment Basics: From Observation To Instruction, University Of Maine Center For Community Inclusion And Disability Studies
Growing Ideas - Assessment Basics: From Observation To Instruction, University Of Maine Center For Community Inclusion And Disability Studies
Early Childhood Resources
Developmentally appropriate assessment supports learning through the process of gathering information related to a child's development and learning style. It provides professionals with a picture of each individual child and helps to answer essential questions about a child's growth and development.
Growing Ideas - Friends & Feelings: Social-Emotional Development In Young Children, University Of Maine Center For Community Inclusion And Disability Studies
Growing Ideas - Friends & Feelings: Social-Emotional Development In Young Children, University Of Maine Center For Community Inclusion And Disability Studies
Early Childhood Resources
Social-emotional development involves the ability to form close, secure relationships and to experience, regulate, and express emotions. Social-emotional growth is affected by a variety of factors, such as an individual’s unique biology and temperament, as well as life experiences. “Social” refers to how individuals interact with others. “Emotional” refers to how individuals feel about themselves, others, and the world.
Growing Ideas - Word Play All Day - Early Literacy In Action, University Of Maine Center For Community Inclusion And Disability Studies
Growing Ideas - Word Play All Day - Early Literacy In Action, University Of Maine Center For Community Inclusion And Disability Studies
Early Childhood Resources
Early literacy is one term used to describe the stage of literacy development occurring before children are able to read and write. From infancy, children begin to develop the knowledge, skills, and attitudes that influence lifelong reading and writing behaviors. These early literacy experiences help children discover the purposes of, and relationships between, speech and print.
Growing Ideas - Increase Access: Universal Design In Early Care & Education, University Of Maine Center For Community Inclusion And Disability Studies
Growing Ideas - Increase Access: Universal Design In Early Care & Education, University Of Maine Center For Community Inclusion And Disability Studies
Early Childhood Resources
According to Ron Mace of the Center for Universal Design, universal design is the philosophy of designing and creating products and environments to be accessible to the greatest extent possible, to the people who use them, without the need for adaptation (http://www.cast.org). The principles of Universal Design have been broadened beyond the creation of physical space and materials, to include the design of curriculum, teaching strategies, and assessment. Universal Design for Learning (UDL) is based on the understanding that children learn in different ways. This framework focuses on planning from the start for the widest diversity of learners.