Eds 702: The Young Child With Special Needs, 2024 CUNY Lehman College
Eds 702: The Young Child With Special Needs, Lingyu Li
Open Educational Resources
This introductory course addresses the concept of disability and the field of special education. It will also consider the social, cultural, and economic context surrounding the education of young children (birth to 8 years) with a wide range of developmental delays and disability conditions. Pertinent legislation, intervention with families, developing Individualized Family Service Plans (IFSPs), Individualized Education Programs (IEPs), and issues of advocacy will be studied within the context of the continuum of service delivery (home-based, center-based, and school-based interventions). (15 fieldwork hours required.)
Infographic: An Average Working Day In Early Childhood, 2024 Australian Council for Educational Research (ACER)
Infographic: An Average Working Day In Early Childhood, Dominique Russell
Teacher infographics
Australian research involving 321 educators who directly work with children in centre-based early childhood services involved completion of a time use diary over 10 working days. From the data, the research team created an ‘average working day’, which we share in today’s infographic.
Constructivist Teaching In A Virtual Space, 2024 University of Michigan-Flint
Constructivist Teaching In A Virtual Space, Aviva Dorfman
Networks: An Online Journal for Teacher Research
Due to the pandemic undergraduate course, ECE 340: Constructivist Teaching with Young Children, moved to an online, asynchronous format. The in-person methods I used, group work, in-class activities, and discussion, could not be directly transposed online as might lecture and recitation. Toward the term’s end students expressed appreciation for the degree of choice they had in assignments, examples of programs in text and video, and repeated opportunities to design centers and instruction. Some declared a greater sense of confidence as educators. The comments, suggested that the shift into an asynchronous provision of the course had been effective. This study is …
"Success Is The Only Option", 2024 Birmingham City Schools
"Success Is The Only Option", Sherene A. Carpenter Phd
National Youth Advocacy and Resilience Conference
"Success Is the Only Option". Reflective, Engaging, Imperative. Often times teachers place grades on report cards without analyzing or reflecting. Interesting conversations take place when teachers are presented with a chart displaying the number of As and Bs compared to the number Ds and Fs. What does a snapshot of your classroom, school, or district reveal about both student and teacher academic success? This presentation allows participants to identify resolutions to barriers, as well as receive tools that enhance student/teacher engagement - as Academic Success Is the Only Option.
Assessing The Reliability, Internal Consistency, And Sensitivity Of A Nutrition Knowledge Questionnaire For Four-Year-Old Pre-K Children, 2024 The University of Texas Rio Grande Valley
Assessing The Reliability, Internal Consistency, And Sensitivity Of A Nutrition Knowledge Questionnaire For Four-Year-Old Pre-K Children, Lin Wang, Karla Cortez, Brenda Rodriguez, Joseph Reyes, Moises Cisneros, Elizabeth Alanis, Zasha Romero, Lisa Michelle Belzer Salinas, Juan López Alvarenga, Roberto Treviño-Peña
Research Symposium
Introduction: Assessing nutrition knowledge in four-year-olds, a developmental stage marked by limited attention spans and varying comprehension abilities, is challenging with traditional methods. A reliable test is pivotal for establishing a foundation for future health interventions. We evaluated a 13-question nutrition and healthy habits test in Pre-K4 children to assess reliability and sensitivity to detect differences.
Methods: Calculations included Cronbach's alpha, kappa coefficient, McNemar analysis by item, and Bland-Altman plots for test-retest differences. Mixed model regression assessed the questionnaire's sensitivity by sex and association with age. Item response theory (IRT) models were employed, generating latent abilities for students and individual …
Training And Supporting Early Childhood Providers In Inclusive Settings, 2024 Walden University
Training And Supporting Early Childhood Providers In Inclusive Settings, Kimberly K. Bennett
Walden Dissertations and Doctoral Studies
Early childhood providers care for infants and toddlers with developmental delays and special needs in their programs and classrooms. This study addressed the problem that there is insufficient professional development (PD) training for early childhood providers working with infants and toddlers with special needs in inclusive settings. The purpose of this basic qualitative study was to understand what training early childhood providers report they have had, and what training early childhood providers perceive that they need to support infants and toddlers with special needs in inclusive settings. Using the whole teacher approach as the conceptual framework, the research questions explored …
K–2 Teachers’ Perspectives On Managing Student Behaviors In Inclusive Classrooms, 2024 Walden University
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, 2024 Georgia Southern University
Come, Examine, And Discuss Exciting Research Explaining What To Do So Environments Are Positive, John Hobe
National Youth Advocacy and 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, 2024 Georgia Southern University
Mindfulness: The Missing Link In Education, Ashley L. Baer
National Youth Advocacy and 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, 2024 Georgia Southern University
Engaging Teacher-Student Relationships With All Students, Jess Teal
National Youth Advocacy and 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, 2024 Walden University
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 …
Learning By Doing: College Students Promoting Children’S Philosophical Inquiry In Schools, 2024 SUNY Cortland
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, 2024 Walden University
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, 2024 University of Georgia
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, 2024 North East ISD
Nuestra Herencia Familiar—Honoring Spanish Heritage Language Students Through Family Engagement, Lucero Saldaña, Nelly Alvarez
11th National Symposium on Spanish as a Heritage Language
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, 2024 Walden University
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, 2024 Walden University
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, 2024 Oxford University
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.
Your Story, Your Life, Your Learning: Autobiography Reveals Basis For Supporting Personalized, Holistic Pedagogy, 2024 Antioch University (Online)
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, 2024 Walden University
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 …