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Articles 1 - 7 of 7
Full-Text Articles in Education
Supporting Collaborative Efforts In Implementing Evidence-Based Reading Interventions: The Role Of Online Databases, Gina Coffee, Adam S. Kennedy, Markeda L. Newell
Supporting Collaborative Efforts In Implementing Evidence-Based Reading Interventions: The Role Of Online Databases, Gina Coffee, Adam S. Kennedy, Markeda L. Newell
Adam Kennedy
The purpose of this article is to provide an explanation of how effective reading interventions are identified. Through a review of the National Reading Panel’s general findings, along with a review of systems currently used to evaluate and disseminate specific reading interventions, a discussion of what works in reading is presented. The Evidence-Based Intervention (EBI) Network is presented as a resource for facilitating collaboration across disciplines. Finally, a framework to guide collaborating professionals in the implementation of evidence-based reading interventions is proposed.
Infant/Toddler Professional Preparation And Development Using Blended Practices And Tiered Supports, Adam S. Kennedy, Anna T. Lees
Infant/Toddler Professional Preparation And Development Using Blended Practices And Tiered Supports, Adam S. Kennedy, Anna T. Lees
Adam Kennedy
No abstract provided.
Preparing Early Childhood Professionals For The Culturally And Linguistically Diverse Classrooms And Communities Of Illinois, Amy J. Heineke, Adam S. Kennedy, Anna Lees
Preparing Early Childhood Professionals For The Culturally And Linguistically Diverse Classrooms And Communities Of Illinois, Amy J. Heineke, Adam S. Kennedy, Anna Lees
Adam Kennedy
Recent Illinois state policies call for mandatory preparation of early childhood educators to address the needs of the large and growing population of young English language learners. University-based early childhood teacher preparation programs across Illinois have responded by integrating content related to cultural and linguistic diversity into existing programs. The authors discuss research and professional literature in support of teacher preparation programs that emphasize field-based experience, particularly clinical experience in culturally and linguistically diverse schools and community organizations. They describe the comprehensive field-based teacher education program at Loyola University of Chicago that was redesigned to address current Illinois policies related …
Outcomes Of Community-Based Infant/ Toddler Teacher Preparation: Tiered Supports For Pre-Service Early Childhood Education Teachers In Early Head Start, Adam S. Kennedy, Anna Lees
Outcomes Of Community-Based Infant/ Toddler Teacher Preparation: Tiered Supports For Pre-Service Early Childhood Education Teachers In Early Head Start, Adam S. Kennedy, Anna Lees
Adam Kennedy
This study examined results associated with a field-based undergraduate early childhood teacher education program designed as a response to calls for enhanced field experiences and community-situated teacher education that narrows the preparation-to-practice gap. Specifically, classroom observations were used to assess undergraduates’ progress in developmentally appropriate adult-child interaction during a portion of a semester-long professional preparation sequence focused on infants and toddlers offered in an urban Early Head Start program serving low-income children. During the sequence, a model relying on guided apprenticeship with classroom teachers and continuous direct supervision from university faculty was employed. In addition, a tiered model including universal, …
The Project Approach Meta-Project: Inquiry-Based Learning In Undergraduate Early Childhood Teacher Education, Adam S. Kennedy, Erin Horne, Kelcie Dolan, Cindy Herrera, Naomi Malutan, Kathleen Noetzel
The Project Approach Meta-Project: Inquiry-Based Learning In Undergraduate Early Childhood Teacher Education, Adam S. Kennedy, Erin Horne, Kelcie Dolan, Cindy Herrera, Naomi Malutan, Kathleen Noetzel
Adam Kennedy
This article describes a case study involving the planning, phases, and outcomes of an exploration of the Project Approach led by four teacher candidates as part of an undergraduate early childhood teacher preparation program. Four undergraduate junior-level teacher candidates investigated the phases of the Project Approach during their junior year; this work took place during a 26-week learning module comprised of a seminar and part-time student teaching placement in a preschool setting. The candidates aligned the stages of their investigation with the phases of the Project Approach, which provided a framework complementary to that of action research, within which the …
Teaching, Learning, And Leading With Schools And Communities: One Urban University Re-Envisions Teacher Preparation For The Next Generation, Ann Marie Ryan, David C. Ensminger, Amy J. Heineke, Adam S. Kennedy, David P. Prasse, Lara K. Smetana
Teaching, Learning, And Leading With Schools And Communities: One Urban University Re-Envisions Teacher Preparation For The Next Generation, Ann Marie Ryan, David C. Ensminger, Amy J. Heineke, Adam S. Kennedy, David P. Prasse, Lara K. Smetana
Adam Kennedy
Ultimately, the national goals of improving learning outcomes for all students and reducing, if not eliminating, the achievement gap require a teaching corps that brings knowledge and professional competencies to have positive impacts on diverse learners in diverse settings (Gándara & Maxwell-Jolly, 2006). As central actors in schools, teachers have the greatest impact on student achievement (Cochran-Smith & Fries, 2005). Nevertheless, due to varied challenges of preparing high-quality teachers within the context of traditional schools of education, preparation programs have yet to consistently and comprehensively produce teachers who accomplish these outcomes (Ball & Forzani, 2009; Larabee, 2004, 2010). While substantive …
Re-Envisioning The Role Of Universities In Early Childhood Teacher Education: Community Partnerships For 21st-Century Learning, Amy J. Heineke, Adam S. Kennedy
Re-Envisioning The Role Of Universities In Early Childhood Teacher Education: Community Partnerships For 21st-Century Learning, Amy J. Heineke, Adam S. Kennedy
Adam Kennedy
Despite contrasting views on the overlap of early childhood education and teacher education, opportunities abound for expanding the role of early childhood educators in broader teacher education discourse. University-based early childhood and Kindergarten-through-grade-12 teacher education share purposes, philosophies, and resources that should be explored to more effectively address the needs of diverse young children and their families. Community partnerships and a shift toward community-based teacher preparation present a context and opportunity for exploring the overlap of these two historically separate fields. In this paper, we present a framework for collaborative, field-based early childhood teacher preparation, situating birth-though-grade-12 teacher education in …