Early Childhood Education Commons^™

K–2 Teachers’ Perspectives On Managing Student Behaviors In Inclusive Classrooms, Hailey Camp Kilcrease

Walden Dissertations and Doctoral Studies

Since the start of the full inclusion movement, K–2 general education teachers have been overwhelmed with their behavior management due to the increased numbers of students with disabilities in their classroom who display emotional/behavioral challenges. This basic qualitative study aimed to explore K–2 teachers’ perspectives on having a broad range of students with disabilities in inclusive classrooms, along with what barriers and facilitators K–2 teachers describe as affecting their ability to manage behaviors in the classroom. M.A. Barnes’ inclusive education conceptual framework supported and guided the research study and data analyses. The sample for this study was 12 K–2 general …

Come, Examine, And Discuss Exciting Research Explaining What To Do So Environments Are Positive, John Hobe

National Youth Advocacy & Resilience Conference

Come, receive and discuss investigations explaining the effects generated

in positive environments. Specifically what can teachers and those in

schools and other places where young people gather do so these positive

environments continue.

Mindfulness: The Missing Link In Education, Ashley L. Baer

National Youth Advocacy & Resilience Conference

Were you asked to pay attention or behave in school? As educators, we must stop expecting focus and self-regulation, and instead we must teach it. Learn how in this experiential session to connect and regulate students using the breathing ball, games, breath, and movement. Let’s practice!

Engaging Teacher-Student Relationships With All Students, Jess Teal

National Youth Advocacy & Resilience Conference

Positive teacher-student relationships are essential for a safe classroom that promotes academic achievement and social/emotional development for all children. Teachers need specific practices and resources to support them in establishing positive teacher-student relationships with all their students. All students deserve a consistent adult connection and to call school a safe place to learn and grow.

Preschool Teachers’ Perspectives On Implementing The Center On The Social And Emotional Foundations For Early Learning Teaching Pyramid Strategies To Address Challenging Behaviors In The Classroom, Maria Suarez

Walden Dissertations and Doctoral Studies

Preschool teachers in a small county in a southern state are among a growing number of teachers who have expressed concern about not having the skills needed to support young children with challenging behaviors. The Center on the Social and Emotional Foundations for Early Learning (CSEFEL) teaching pyramid was developed to help preschool teachers minimize behavioral problems in the classroom. There is a need for preschool teachers to implement strategies for addressing challenging behaviors in the classroom. The purpose of this qualitative study was to explore the perspectives of preschool teachers on implementing the strategies of the CSEFEL pyramid to …

“Not A Stereotype”: A Teacher Framework For Evaluating Disability Representation In Children’S Picture Books, H. Emily Hayden, Angela M.T. Prince

Reading Horizons: A Journal of Literacy and Language Arts

Researchers and educators have explored representations of people with marginalized identities in children’s picturebooks for over 30 years. Disability has not been widely acknowledged as a marginalized identity nor explored as an aspect of diversity prevalent in classrooms. In the United States, over seven million students are identified with a disability, and most will spend the majority of their school day in general education classrooms. Like other diverse students, they may not see their identities mirrored in classroom literature. Picturebooks featuring main characters with a disability are rare, and some still foreground medical models, limiting individuals with narrow, ableist notions …

Early Childhood Education Leadership In Tanzania: A Missing Link For Quality Good Start In Basic Education, Fortidas Bakuza

Institute for Educational Development, East Africa

Early Childhood is a foundational period in the life of every child that is very important in the growth and development of each human being. In most literature, policy documents and program interventions, Early Childhood covers the period between conceptions to eight years. It is during this period in the human life cycle that young children acquire knowledge of themselves, people around them and the environments in which they live. Early Childhood as a foundation period for future development is demanding specialized leadership training opportunities, so that those in decision making positions do not only view Early Childhood Education as …

Nebline, March/April 2024

NEBLINE Newsletter Archive from Nebraska Extension in Lancaster County

Seven Garden Gaffes to Avoid This Year by Sarah Browning

Youth Advance Health Equity with Community-Based Research by Emily Gratopp

Recipe of the Month: Crunchy Kohlrabi Salad by Emily Gratopp

GROBigRed Virtual Learning Series

Garden Guide: Things to Do This Month

2024 Lincoln Early Childhood Conference

2024 Chemigation Training

Corn Yield Challenge for 4-H and FFA Members

Lancaster County Ag VIP Awards

4-H Teens Work Together to Lead the Lock-In

4-H Horse/Livestock Judging Teams at Nationals

Heart of 4-H Volunteer Award: Sheridan Swotek and Kim Bowen

4-H Club Gives Youth With Disabilities Opportunity to Show Lambs

4-H Rabbit Show, March …

Learning By Doing: College Students Promoting Children’S Philosophical Inquiry In Schools, Margaret Gichuru, Lin Lin, Mecke E. Nagel

The SUNY Journal of the Scholarship of Engagement: JoSE

This focus group study explores the perceptions and experiences of college students working within an applied learning program during the COVID-19 pandemic. The program engages children from prekindergarten to sixth grade in local schools and early childhood education centers. The college students serve as teaching assistants in the SG Program hosted by an academic department in a northeastern university and lead philosophical inquiries as they read picture books. Informed by philosophical inquiry with children and the applied learning principles as the research framework, this focus group study invites five teaching assistants to three one-hour in-depth semi-structured interviews. The analysis of …

Caregivers' Attachment Relationships With Infants And Toddlers During The Covid-19 Pandemic, Rebecca Ellen Roth

Walden Dissertations and Doctoral Studies

Health and safety protocols related to the COVID-19 pandemic and its variants continue to influence practices in infant–toddler programs one western state in the United States; caregivers in the state are concerned about attachment relationships with infants and toddlers. The purpose of this basic qualitative study was to explore caregiver perceptions of attachment relationships related to the COVID-19 pandemic and its variants and the influence of health and safety protocols on caregiver practices. The conceptual framework combined attachment and biobehavioral theories. Data from interviews with four infant and six toddler caregivers were recorded, transcribed, and analyzed by searching for patterns …

A Problem Solving Assessment Model For Remediating Academic Deficits, Tyler-Curtis C. Elliott, Kevin M. Ayres

Empowering Educators Conference

Even the best academic interventions may need to be adapted to meet the idiosyncratic needs of the student. We will present 6 common “causes” of an academic failure (based on operant conditioning), assessment methods used to identify the cause, and how teachers can use this information to make instructional adaptations.

Nuestra Herencia Familiar—Honoring Spanish Heritage Language Students Through Family Engagement, Lucero Saldaña, Nelly Alvarez

11th National Symposium on Spanish as a Heritage Language (Archived)

Family Engagement is the cornerstone to celebrating Spanish Heritage Language (SHL) scholars. Through engaging our families and communities, we gather testimonios that give us insight into their cultural traditions, experiences, and the importance of ensuring that their child(ren) become biliterate. This collaboration with our families and communities creates strong reciprocal partnerships where open continuous dialogue has become commonplace. Subsequently, we have been able to identify opportunities for change in our Family Engagement practices. In particular, we learned that we needed to implement innovative initiatives that would honor our SHL scholars, their families, and our school communities.

In our proposed presentation, …

Effects Of Inclusive Prekindergarten Programs On Developmental Skills Of Typically Developing Children, Danita Duhart

Walden Dissertations and Doctoral Studies

The Individuals with Disabilities Education Act of 2004 set forth guidelines for inclusionary practices to ensure that students with disabilities were educated with their nondisabled peers. In early childhood education, there was a paucity of information that addressed, in quantifiable terms, the effect of inclusion on the developmental skills of typically developing children. The purpose of this quantitative, quasi-experimental, nonequivalent study was to examine to what extent the prekindergarten program delivery setting, inclusion versus noninclusion, effects the developmental domains of typically developing children. The theoretical framework was based on Arnold Gesell’s maturational theory of development. The developmental domains for typically …

First- And Second-Grade Teachers’ Use Of Data-Driven Decision-Making For Guided Reading, Caroline J. Davis

Walden Dissertations and Doctoral Studies

The problem in this study was that first- and second-grade teachers are not using relevant and timely data, specifically running records, analysis of oral reading errors, self-correction rates, and word accuracy, as well as the student zone of proximal development (ZPD) in guided reading instruction. The purpose of this qualitative case study was to explore how first- and second-grade teachers use data-driven decision-making (DDDM) and ZPD to inform guided reading instruction. The conceptual frameworks in this study were DDDM and ZPD, as they collectively provided a lens for gathering rich data on instructional decision-making processes. Research questions addressed how first- …

Early Childhood Intervention For The Poor: Long Term Outcomes, Alison Andrew, Orazio Attanasio, Britta Augsburg, Lina Cardosa, Monimalika Day, Michele Giannola, Sally Grantham-Mcgregor, Pamela Jervis, Costas Meghir, Marta Rubio Codina

Discussion Papers

Early childhood interventions aim to promote skill acquisition and poverty reduction. While their short-term success is well established, research on longer-term effectiveness is scarce, particularly in LDCs. We present results of a randomized scalable intervention in India, that affected developmental outcomes in the short-term, including cognition (0.36 SD p=0.005), receptive language (0.26 SD p=0.03) and expressive language (0.21 SD p=0.03). After 4.5 years, when the children were on average 7.5 years old, IQ was no longer affected, but impacts persisted relative to the control group in numeracy (0.330 SD, p=0.007) and literacy (0.272 SD, p=0.064) driven by the most disadvantaged.

We Didn't Know It Was That Bad: Unearthing Parent Perspectives On Universal Pre-K Policy, Maria S. Mavrides Calderon

Publications and Research

Families are the ultimate recipients of the effects of policy, but seldom get a seat at the policymaking table. This study investigated how parents perceive the impacts of unequal teacher compensation policies on New York City’s (NYC) Universal Pre-K (UPK) expansion. Utilizing Bronfenbrenner's (1979) ecological systems theory and Schneider and Ingram’s (1993) theory of social construction and policy design to create a rich conceptual framework, this qualitative study analyzed parents' voices through document and social media discourse analysis expanding from 2014 to 2021, and semi-structured interviews (n=15). Participants reflected the demographic diversity found in NYC, the largest school system in …

Your Story, Your Life, Your Learning: Autobiography Reveals Basis For Supporting Personalized, Holistic Pedagogy, Michael Maser

Journal of Contemplative and Holistic Education

Each person ongoingly experiences the world uniquely through vital processes shaping their subjectivity, personhood and sense of self. Learning, an innate characteristic or modality of each human life, of living, likewise arises subjectively or idiosyncratically. In this paper, a phenomenological lens is applied to auto/biographical excerpts concerned with various learning experiences to help reveal essential, subjective characteristics of emergent learning. The insights help establish a basis for challenging the primacy of objectivist learning evaluations. The insights also confirm the importance of personalizing learning as a pedagogical gesture nurturing and enfranchising student learning in significant ways beyond conventional educational approaches …

Head Start Teachers’ Perceptions Of Inclusion Classroom Challenges And Needs, Jessica Rinehart

Walden Dissertations and Doctoral Studies

Early childhood inclusion classrooms are becoming more prominent, but Head Start teachers need more job training to prepare them for the diversity of students in their classrooms. The purpose of this qualitative research study was to investigate research questions about the challenges faced by Head Start inclusion teachers, the strategies they use in the classroom, and the suggestions they have for improved resources or training. The conceptual framework that guided this study was Bandura’s social learning theory, which suggested that teachers can learn through observation or modeling of others. Using a case study design, nine Head Start teachers with at …

Making Ai Work: Tools For Schools And Classrooms, Scott Matz, Tracy Driehaus

Education Faculty Research

No abstract provided.

A Framework For Deepening Racial Equity In Prenatal-Grade Three Systems: Lessons From A 10-Year Reflective Case Study, Beth L. Green, Lindsey B. Patterson, Caitlin R. Houser

Center for Improvement of Child and Family Services Publications

This paper uses a reflective, retrospective case study methodology to analyze data from a 10-year University-Community partnership focused on supporting implementation and improvement of a Prenatal-Grade 3 (P3) system in an elementary school. Using a framework for centering equity in Collective Impact approaches, we analyze the steps we took as research partners/program evaluators to address racial and other inequities while highlighting missed opportunities to better center racial equity in the evaluation and P3 Initiative work. Through our analysis, we seek to identify where and how racial inequities surfaced, to describe how systemic racism influenced the evaluation and P3 Initiative process, …