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Pre-Elementary, Early Childhood, Kindergarten Teacher Education Commons™
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Articles 1 - 14 of 14
Full-Text Articles in Pre-Elementary, Early Childhood, Kindergarten Teacher Education
Beyond The Pencil: Creating Early Writers, Pamela L. Gernaat
Beyond The Pencil: Creating Early Writers, Pamela L. Gernaat
Masters Projects
“Schools in many countries are faced with the challenge of developing student writing proficiency. Identifying and implementing effective writing instruction for young, beginning writers play important roles in improving student writing performance. Providing effective writing instruction to beginning writers can promote writing development and minimize the number of children who encounter challenges in learning to write” (Finlayson & McCrudden, 2022, p. 1). Despite the amount of research that has been done on the importance of early writing instruction, many lower elementary students struggle with the ability to write and cannot keep up with the cognitive demands of written instruction. Many …
Inclusion Support For Early Childhood Educators, Victoria Parker
Inclusion Support For Early Childhood Educators, Victoria Parker
Masters Projects
Some general education teachers are not prepared to support the diverse needs of young students with disabilities being included in general education classrooms. Research shows that teacher preparation is a vital component to creating high-quality inclusive classrooms for young children. Preparing teachers for teaching in inclusive classrooms starts in college, and needs to continue throughout teaching careers to encourage and support the implementation of new strategies. Research also shows that training and preparedness for the challenges of working with students with diverse needs in the general education classroom affects staff attitudes and willingness to collaborate. The purpose of this project …
Coaching For The Whole Teacher: 10 Humanistic Practices For Reflective And Relational Literacy Coaching, Emily Caylor
Coaching For The Whole Teacher: 10 Humanistic Practices For Reflective And Relational Literacy Coaching, Emily Caylor
Michigan Reading Journal
At a time when teacher professional learning often emphasizes compliance and efficiency, literacy coaching can serve as a humanizing counterbalance that centers teachers’ identities and professional agency. This article draws from a yearlong coaching partnership between a literacy coach and an experienced elementary teacher to illustrate how reflection, relational trust, and dialogic interaction cultivate teachers’ intrapersonal awareness and willingness to change. Grounded in Maslow’s (1943) hierarchy of needs as a foundational layer of psychological safety and Korthagen’s (2004) onion model as a framework for identity-centered reflection, this work positions coaching as a relational, dialogic, and context-sensitive process. The article translates …
Reducing Challenging Behavior Through Classroom Management Techniques In The Early Childhood Classroom, Mayra Moreno
Reducing Challenging Behavior Through Classroom Management Techniques In The Early Childhood Classroom, Mayra Moreno
Masters Projects
This literature-based project examines the impact of challenging behavior on student learning and evaluates the effectiveness of preventative classroom management strategies. Challenging behaviors include aggression, disruption and withdrawal, negatively affect the learning environment by decreasing student engagement, increasing teacher stress and burnout, and contributing to a less supportive classroom climate. Grounded in Piaget’s Theory of Cognitive Development and Vygotsky’s Zone of Proximal Development, this project emphasizes the importance of developmentally appropriate practices that support both cognitive and social-emotional growth. Included are preventative classroom management techniques aimed at reducing challenging behaviors. Key strategies include maintaining a 5:1 ratio of positive to …
Do Our “Window And Mirror” Books Leave Shards Of Broken Glass?, Brianne R. Pitts, Jill Hermann-Wilmarth
Do Our “Window And Mirror” Books Leave Shards Of Broken Glass?, Brianne R. Pitts, Jill Hermann-Wilmarth
Michigan Reading Journal
In this article the authors apply Bishop’s (1990) windows, mirrors, and sliding glass doors as an analytical framework that, along with critical literacy practices, can be used to enhance the social studies and literacy instruction. The stories we share in elementary classrooms teach students about their future possibilities. As teacher educators, we wondered about our students and our complacency with powerful ideas from foundational scholars in literacy and education. Using Bishop’s (1990) metaphor as an analytic tool, students’ critical disciplinary literacy projects are assessed for future instructional goals, leaving readers with eight practical tools for classroom instruction and critical assessment …
Empowering General Educators: Supporting Students With Learning Disabilities Through Inclusive Tier Two Practices, Megan Sparling
Empowering General Educators: Supporting Students With Learning Disabilities Through Inclusive Tier Two Practices, Megan Sparling
Masters Projects
Many general education teachers enter the profession with minimal training in how to effectively support students with learning disabilities, particularly those who require Tier Two interventions but do not qualify for special education services. This lack of preparation contributes to reduced instructional confidence, inconsistent intervention practices, and missed opportunities to support struggling learners. Grounded in Vygotsky’s Zone of Proximal Development, Universal Design for Learning (UDL), and Bandura’s theory of self-efficacy, this capstone project addresses the urgent need for ongoing, practical professional development tailored to the realities of inclusive classrooms. The literature highlights the importance of sustained, collaborative, and contextually embedded …
Mentoring And Supporting All Writers: Strengthening Writing Instruction In Pk To 5th Grade With Halpern’S “Interactive Writing” And Anderson’S “Mentor Texts”, Chad H. Waldron, Meghan K. Block, Alicia D. Fluker, Mariah C. Schepak, Michelle R. Snyder
Mentoring And Supporting All Writers: Strengthening Writing Instruction In Pk To 5th Grade With Halpern’S “Interactive Writing” And Anderson’S “Mentor Texts”, Chad H. Waldron, Meghan K. Block, Alicia D. Fluker, Mariah C. Schepak, Michelle R. Snyder
Michigan Reading Journal
Shared, co-authored book review by educators and researchers of Matt Halpern’s (2023) A Teacher’s Guide to Interactive Writing, Grades PreK-2 and Carl Anderson’s (2022) A Teacher’s Guide to Mentor Texts, Grades K-5 (Heinemann)
Staying “Above The Fray” With Julia B. Lindsey’S Insights On Effective Reading Instruction, Troy Hicks, Emma Chappel, Kirstin Fish, Anne Hosking, Jill Johnston, Jodi Juergens, Georgianna Murray, Lindsay Picarski, Heidi Turchan, Meghan K. Block, Chad Waldron
Staying “Above The Fray” With Julia B. Lindsey’S Insights On Effective Reading Instruction, Troy Hicks, Emma Chappel, Kirstin Fish, Anne Hosking, Jill Johnston, Jodi Juergens, Georgianna Murray, Lindsay Picarski, Heidi Turchan, Meghan K. Block, Chad Waldron
Michigan Reading Journal
In this crowdsourced, collaborative book review, participants in an online book club share their insights on Julia B. Lindsey's 2022 Scholastic Professional text, Reading Above the Fray.
To Be Young, Black, And In The Academy: A Collection Of Lessons, Yetunde Alabede, Jessica Reed, Blake Thompson
To Be Young, Black, And In The Academy: A Collection Of Lessons, Yetunde Alabede, Jessica Reed, Blake Thompson
Michigan Reading Journal
Literacy, a foundational tool that unlocks opportunities, can be viewed in both narrow and confining lenses. We, doctoral students at Michigan State University, center our own experiences in order to redefine such narratives of what literacy means, can mean, and should mean for students of color throughout the African Diaspora. We explore methods to disrupt, experiences to resist, and questions to challenge the ways that students and educators engage with various concepts of literacy. Though we come from various backgrounds, this manuscript seeks to push forward a dialogue that allows for the multiple literacies that Black children have, language and …
Virtual Literacy Coaching: A Response To Time, Space, And Resources, Kimberly Peters
Virtual Literacy Coaching: A Response To Time, Space, And Resources, Kimberly Peters
Michigan Reading Journal
Athletes use video all the time to carefully breakdown their physical performance while also selecting areas to improve based on video footage. Why should teachers be any less engaged in their instructional performance? Applying these same principles in education has potential to create an awareness in a teacher’s literacy instructional performance. Virtual literacy coaching is a job embedded professional learning model and it was one rural educational district's answer to time, space, and resources.
The Magic Of The Morning Message: Literacy Strategies Used In Preschool Classrooms, Jill B. Claxton, Tomoko Wakabayashi, Katherine Homant, Beth Hardin, Shun Takai
The Magic Of The Morning Message: Literacy Strategies Used In Preschool Classrooms, Jill B. Claxton, Tomoko Wakabayashi, Katherine Homant, Beth Hardin, Shun Takai
Michigan Reading Journal
Monthly in-depth, dynamic, ethnographic video recordings of preschool teaching practices were gathered in state-funded preschool programs in Michigan. We identified and coded teaching practices used by lead teachers during three parts of the daily routine using the Essential Instructional Practices in Early Literacy - Prekindergarten (MAISA-GELN, 2016). Using a mixed methods approach, the findings indicate that morning message time may be one of the most literacy rich times of the day. Preschool teachers engaged in literacy promoting strategies more during morning message time than even during small group time or read alouds. Co-occurrences of literacy strategies were also found most …
Increasing The Prevalence Of Risky Play In Preschool And Kindergarten Classrooms In The United States, Kelsey Stark Zuiderveen
Increasing The Prevalence Of Risky Play In Preschool And Kindergarten Classrooms In The United States, Kelsey Stark Zuiderveen
Masters Projects
Risky play is a thrilling form of play that has the potential for some injury and is a biologically innate need within all children that provides a variety of physical, mental, and emotional benefits to children. Currently however, preschool and kindergarten classrooms in the United States offer little to no opportunities for risky play in early childhood settings. The main factor that influences the amount of risky play happening in early childhood classrooms is teacher attitudes related to risky play; if teachers have a negative attitude about risky play, less risky play is allowed in their classroom setting. This project …
A Teacher's Guide To Vocabulary Development Across The Day, Annie P. Spear
A Teacher's Guide To Vocabulary Development Across The Day, Annie P. Spear
Michigan Reading Journal
No abstract provided.
“Does Your Arm Hurt?” A Content Analysis Of Upper Limb Differences In Children's Books, Amber Meyer, Vince Genareo
“Does Your Arm Hurt?” A Content Analysis Of Upper Limb Differences In Children's Books, Amber Meyer, Vince Genareo
Michigan Reading Journal
Approximately 1,500 children are born with upper limb differences (ULDs) each year in the United States. Recently, public media attention has brought a greater awareness of individuals with upper limb differences (ULDs), but educational research on the PreK-12 experiences, available curricular materials, and effective educational strategies are lacking for this group of people. Researchers in this study identified and performed a content analysis of 24 children’s books with characters with ULDs. Findings indicated more of these books were being published recently, that they represented a number of genres, and were largely informative about experiences of people with ULDs. Most were …