Early Childhood Education Commons^™

Professional Development As A Process Of Cultural Brokering: Positioning Coaches As Cultural Brokers, Tasha R. Wyatt, E. Brook Chapman De Sousa, Sarah C. Mendenhall

Journal of Educational Research and Practice

Teachers who serve diverse students must navigate two “worlds.” One world is that of standardized curricula and pedagogy and the other is culturally relevant education. To effectively navigate these worlds, teachers need assistance from “cultural brokers” who can help make sense of the tension that emerges when these two educational worlds interact. This study analyzes the work of two Center for Research on Education, Diversity, and Excellence coaches who worked as cultural brokers to help teachers integrate multiple pedagogical models. The results indicate the coaches shifted their strategies depending on teacher preferences, and helped teachers overcome constraints within their classrooms …

08.01 New England Kindergarten Conference, 1962-2003, Marie Wasnock

Finding Aids

This collection contains New England Kindergarten Conference proceedings from 1962-1978. It also includes programs and pamphlets about the conference from 1980-2003.

Discovering The Leader Within: An Autoethnophenomenographic Study Of Mindfulness In Educational Leadership, Alyssa Fraser

Educational Studies Dissertations

This qualitative study combined autoethnographic and phenomenological methods to examine a researcher-leader’s attempt to cultivate cognitive, relational, and emotional capacities through regular mindfulness practice, and how the cultivation of such capacities aligns with the enactment of leadership. The interrogation of lived experience and self-analysis was entered with the intention to better understand the promise of mindfulness as a resource for the development of educational leaders. This study explored the perceived connections between mindfulness practice and the enactment of educational leadership by examining internal and external perspectives of an individual leader’s practice. Methods of self-observation, including both interval and occurrence recording …

Facing Diversity In Early Childhood Education: Teachers’ Perceptions, Beliefs, And Teaching Practices Of Anti-Bias Education In Korea, Yerim Hong

Graduate Theses/Dissertations

The changing composition of early childhood classrooms challenges teachers to be more responsive to the diverse needs of all children. This study explores the challenges and successes early childhood teachers experience with facing diversity in their classrooms. The purpose of this qualitative interview study was to investigate kindergarten teachers’ perceptions, beliefs, and teaching practices concerning anti-bias education in Seoul, South Korea. There were two groups of in-service kindergarten teachers, four teachers in each group, who participated in one-on-one interviews with structured and open-ended questions. The teachers in one group had more experience with teaching in diverse classroom settings than the …

The Plight Of The Gifted Student: A Call To Action, Krista M. Shilvock

Empowering Research for Educators

With so many needs in today’s public education classroom, we cannot forget the needs of those who excel in the classroom, too. Gifted students face severe neglect in class due to the appearance of their competence and maturity. However, we quickly face losing the contributions of a major group of students as this neglect causes them to lose interest in their own education. As teachers, we must challenge ourselves to help gifted students reach their potential just as we attempt to do for all subgroups of students. A poll of 22 gifted students confirms these frustrations and needs of students. …

Immigrant Parental Involvement In Student Academics, Charles Tebben

Empowering Research for Educators

Abstract

This study is meant to focus discussions about the importance of the involvement of immigrant parents in respect to student academics. In this study I intend to make evident a relationship between parental involvement and student academics, after which I will draw in a conclusion of the resources utilized by my community at the elementary and middle schools. I’m conducting my research study starting at elementary school and running through middle school. I’m eliminating the high school period because of their unique parental involvement complexities which share little constraints and outcomes with the lower levels. To build my study, …

Growth Mindset In The Classroom, Luther L. Kiger

Empowering Research for Educators

This article discusses how Mindset can effect a students educational and social life.

The Language Of Learning In Family And Consumer Sciences: English Language Learners In Career Technical Education, Kali S. Lenhoff

Empowering Research for Educators

Family and Consumer Sciences (FCS) content and English as a Second Language (ESL) strategies can be organically incorporated to create a successful education for an English Language Learner (ELL). The first objective of this research project is to discover how prepared Family and Consumer Sciences teachers feel to work with English Language Learners in the classroom. The second objective is to identify practical and effective methods and strategies that are useful for Family and Consumer Sciences teachers instructing English Language Learners. The rationale for this project is that by identifying the challenges faced by English Language Learners in education, teachers …

Emphasis On Test Scores In Education, Lindsay Olson

Empowering Research for Educators

This article discusses how too much emphasis on standardized testing can affect student learning as well as teaching in the classroom. It includes a personal interview with a high school teacher as well as an article from the Washington Post regarding a study that was completed involving testing students.

Do Spellings Of Words And Phonemic Awareness Training Facilitate Vocabulary Learning In Preschoolers?, Robin O'Leary

Dissertations, Theses, and Capstone Projects

The purpose of this study was to examine the contribution of phoneme awareness training and orthography to the learning of new vocabulary words by partial alphabetic phase readers. We hypothesized that four and five year old children taught to segment words with letters would outperform those trained with shape markers and those that received no segmentation training on an invented spelling task. We also hypothesized that students seeing the spellings of new vocabulary words (names) would learn the words in fewer trials, remember the names and features better and would be able to better recognize letter labels when presented alone. …

Literacy Tutoring Strategies Of America Reads University-Level Tutors, Mauricio Cadavid

Electronic Theses, Projects, and Dissertations

The purpose of this study was to explore, study, outline and describe tutoring strategies applied by American Reads (AR) tutors and non-America Reads (nAR) tutors helping young tutees develop early literacy skills. There is limited research on the implementation of effective tutoring strategies during one-on-one tutoring with elementary school children in terms of early literacy development. Most of the literature is split between peer tutoring and program tutoring. This lack of research presents a particular challenge when it comes to identifying an effective tutor and effective tutoring methodologies. Using a qualitative approach, this study utilizes survey data, session recordings, and …

Neighborhood Strategizing: Understanding Community Collaborations Within California Bay Area Public Schools, Windi Hazzard

Master's Projects and Capstones

For the better half of a century, education policy has been guided by economics and profit. One after another, every U.S. president since the 1960s has championed legislation that reflects neoliberal ideals of competition and profitable skills. Through the standardization of the public school system, education has become a marketplace rather than an environment for cultivating empowered learners and critical thinkers. The purpose of this field project is to show how communities are challenging the current education system in order to influence education policy in San Francisco, California. I interviewed four participants from two organizations that advocate parents’ rights as …

A Basic Interpretative Study Of Educators In The Childcare Profession: Collegiality As A Base Of Job Satisfaction, Lynda Yvonne Cavazos

Theses & Dissertations

This basic interpretative study explored 12 childcare teachers’ perceptions of job satisfaction and how their motivation has had an instrumental impact on their 10 years or more of job sustainability. In examining the childcare teachers’ perceptions of job satisfaction, the primary research question guiding this study was, “What are the motivational factors that childcare teachers perceive to have contributed to their job satisfaction and retention?” The theoretical framework underlying this study was the Self-Determination Theory, a theory that describes how interactions between early childhood teachers and the system within their work influences motivation in their teaching and their authentic well-being …

Creating A Multiracial Lesson Plan, Clayton Davis

Capstone Projects and Master's Theses

The purpose of this project is to teach students about multiracial identity issues. Multiracial populations in the U.S. continue to grow and it’s important for educators to address the needs of these students. A 5-E multiracial literature lesson plan was created for second grade that incorporates KWL and Text-to-World teaching strategies. A second grade class were read two children’s picture books, each featuring a biracial protagonist, and were asked to discuss and evaluate the content and commonalities of these stories. Students recorded what they learned in this lesson in their KWL’s. The results reveal that some students understood the problems …

Turning Teachers Into Action Researchers In Their Classrooms, Dusty Columbia Embury, Laura S. Clarke

EKU Faculty and Staff Scholarship

Action research is often called the teacher’s research and often feels like a common sense approach to solving problems, but not all pre-service teachers begin careers knowing how to use this methodology to improve their own practice. This article offers a rationale for teaching pre-service teachers the skills and action research methodology as a tool for professional improvement based on the experiences of the authors engaging in a reflective process for teaching. While not generalizable, it is hoped that lessons learned may be applied by other faculty in teacher education programs.

Early Childhood Teachers’ Pedagogical Reasoning About How Children Learn During Language And Literacy Instruction, Rachel E. Schachter

Department of Child, Youth, and Family Studies: Faculty Publications

The knowledge that teachers hold about children’s learning is important to teachers’ practice. Few studies have examined how early childhood teachers use such knowledge during moment-to-moment instruction for language and literacy learning. This study employed a phenomenological approach to understand the knowledge that eight early childhood teachers used to inform their pedagogical reasoning during language and literacy activities. Stimulated recall interviews about practice were conducted with the prekindergarten teachers. Results indicated that the teachers used multiple sources of knowledge to inform their pedagogical reasoning that included: conceptions about how children learn; knowledge about specific children and the learning goals for …

Employing Cueing Systems To Decode Text And Negotiate Text-Meaning In A Second Language, Timothy A. Rodriquez, Laureen Fregeau, Mary Kay Moskal, Robert Leier

ECTESOL Review

Many educators state that teaching English-Language Learners (ELLs) is just a matter of good teaching. While effective teaching is something that all children deserve, there are some differences between the approach a teacher may have to take with ELLs and with other students. One aspect of this difference is the fact that, while children go through the same stages of language development, ELLs may be at stages typically not found in other students. Based on a case study of an EL and his teacher, this article explains cueing systems and their role in literacy for ELs.

Understanding Teacher Talking Time And Student Talking Time Practices Among Esl/Efl Teachers: A Practicum Design, Cesar R. Bazo Quintana

ECTESOL Review

This practicum design helps future ESL/EFL instructors gain practical understanding of Teacher Talking Time (TTT) and Student Talking Time (STT) practices in the classroom. It provides a deeper understanding of TTT vs. STT application within the Communicative Approach (CA) or Communicative Language Teaching (CLT).

Understanding Saudi Student Integration In The U.S.: A Study On Saudi Students At A Southeastern Institution, Carrie Melius

ECTESOL Review

Over the past decade there has been an increase in the number of Saudi students studying in the United States. Most recently, Saudi Arabia moved from fourth to third in country ranking for student enrollment in the United States. This study focuses on the experiences of Saudi students at a Southeastern institution in the United States by examining the perspectives of Saudi students studying in English as a Second Language (ESL) programs and undergraduate programs. In order to gain a deeper understanding of issues faced by Saudi students, domestic students as well as instructors were also included as participants in …

From The Editor, Laureen Fregeau

ECTESOL Review

No abstract provided.

English Language Competence: Why English Matters In Higher Education In Kenya, Ukaiko A. Bitrus-Ojiambo, Iddah Wayumba Mwaura, Annette Lutivini Majanja

ECTESOL Review

English is an international language, used in many countries for business, tourism, and education (Roy-Campbell, 2014; Crystal, 2003). In Kenya, it is the official language and language of instruction. The country boasts high youth literacy rates 93% (UNESCO, 2012). As university instructors, we have observed that although students have been in the formal educational system for a minimum of 9 years, their output does not match university expectations (KICD, 2016, p. 44; Jayasundara & Premarathna, 2011; Njoroge, 2008). This study assesses English language use in a Kenyan institution of higher education, identifies emergent linguistic patterns, and suggests some solutions to …

Unprepared: Are Educator Preparation Programs Effectively Training Pre-Service Teachers To Teach English Learners?, Lorie Johnson

ECTESOL Review

All students deserve high-quality, strategic instruction, yet pre-service teachers are not always taught best practices for instructing English Learners (ELs), students for whom English is not their native language. Almost 10 percent of the students in American public schools are classified as ELs, yet research indicates most educator preparation programs across the country have not yet integrated best practices for teaching ELs into their pre-service programs in meaningful ways. It is important for educator preparation programs to provide pre-service teachers with opportunities to understand the unique needs of ELs and to learn effective teaching strategies to meet those needs. This …

A Study Of Teacher Talking Time And Student Talking Time Practices Among Esl Instructors At An Intensive English Program, Cesar R. Bazo Quintana

ECTESOL Review

This study focuses on Teacher Talking Time (TTT) and Student Talking Time (STT) practices among ESL instructors at an Intensive English Program in a southeastern public research university. Based on a qualitative case study approach, the study demonstrates that participating ESL instructors were oriented more towards TTT practices while teaching their regular lessons. The study found disproportionate use of TTT. The study has helped participant ESL instructors become more aware of the behaviors that are conducive to both increased TTT and increased STT practices in their classes. This, in turn, can lead to improved teaching practices, which will benefit ESL …

Effectiveness Of Large-Scale, State-Sponsored Language And Literacy Professional Development On Early Childhood Educator Outcomes, Shayne B. Piasta, Laura M. Justice, Ann A. O'Connell, Susan A. Mauck, Melissa M. Weber-Mayrer, Rachel E. Schachter, Kristin S. Farley, Caitlin F. Spear

Department of Child, Youth, and Family Studies: Faculty Publications

The current study investigated the effectiveness of large-scale, state-sponsored language and literacy professional development (PD) intended to improve early childhood educators’ knowledge, beliefs, and practices. PD was offered in a real-world context and delivered at scale across the state, implemented by an independent contractor. Educators (n = 535) were randomly assigned to participate in one of three types of PD: 30 hrs of language and literacy PD presented in a workshop format, 30 hrs of language and literacy PD plus monthly coaching, or PD on alternative topics (comparison). Baseline and outcome measures were collected by an independent research team to …

Cost-Saving Partnership Structures, Bank Street College Of Education

All Faculty and Staff Papers and Presentations

Residency partnerships can create structures that save dollars in the long run.

Early Years Transitions: Supporting Children And Families At Risk Of Experiencing Vulnerability: Rapid Literature Review, Jacynta Krakouer, Pru Mitchell, Jenny Trevitt, Anita Kochanoff

Early Childhood Education

This rapid literature review on support for children and families at risk of experiencing vulnerability in early years transitions was commissioned by the Victorian Department of Education and Training. It sought to understand how Early Childhood Education and Care (ECEC) services, professionals and teachers could better support children at risk of vulnerability, and their families, during transitions. The transitions included are from home, out-of-home care (OOHC) and other programs/services to ECEC services and to school. In particular, this review focuses on the support needs of children who have experienced trauma, children living in out-of-home care, refugee children, and children who …

Nebraska Early Childhood Workforce Survey: A Focus On Providers And Teachers, Amy M. Roberts, Iheoma U. Iruka, Susan L. Sarver

Buffet Early Childhood Institute Reports and Publications

The Nebraska Early Childhood Workforce Survey was undertaken by the Buffett Early Childhood Institute at the University of Nebraska to better understand the current status, working conditions, and attitudes of caregivers and teachers working with children from birth through Grade 3. Representing the largest and most comprehensive survey ever completed of the state’s early childhood workforce, it provides important insight into the everyday challenges of the professionals who care for and educate our youngest citizens. Research has long made clear the important role adults play in young children’s lives. Children who form strong relationships with adults feel safe to explore …

An Examination Of Concepts Of School Readiness Among Parents And Educators In Ireland, Maire Mhic Mhathuna, Emer Ring, Noirin Hayes, Patsy Stafford, Siobhan Keegan, Cathy Kelleher, Martina Ozonyia, Mary Moloney, Deirdre Breathnach, Des Carswell, Des Mccafferty, Anne O'Keefe, Aisling Leavy, Ruth Madden

Reports

The Department of Children and Youth Affairs commissioned research through the Irish Research Council (IRC) to examine concepts of school readiness as they are understood by early years educators and managers, primary school principals, junior infant teachers and parents of children participating in the first Free Preschool Year in Ireland. A mixed-methods approach was adopted, involving interviews, an online survey and “draw and tell” sessions with children. Representative samples of FPSY settings and primary schools were selected and an online survey based on the findings of the qualitative phase was sent to 500 pre-primary settings and 500 primary schools. In …

Building Strong Partnerships For Preparation, Bank Street College Of Education

All Faculty and Staff Papers and Presentations

When strong partnerships are established, districts and preparation providers make changes to the way they work and and the way they work together. The result is a system transformation through the kinds of shifts illustrated below. These partnerships enable IHEs and districts to bring existing resources to bear on work in new, mutually beneficial ways.

Cost Savings Through Reduced Turnover, Bank Street College Of Education

All Faculty and Staff Papers and Presentations

Residency-trained teachers stay in the classroom longer, reducing district spending on recruitment, training, and on-boarding.