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Using Filling Stations for Mathematics Skill Building in Kindergarten: Harnessing Technology Tools to Remediate Skill Deficits
Get PDFEducation professionals and researchers have underscored the importance of mathematics education for young children and the awareness that young children can learn early mathematics concepts that serve as a foundation for later years. The need for teachers to support individual needs for some children to build their conceptual understanding is clear as many children show deficits during kindergarten while others are ready to advance to the next areas of instruction. One way to meet the needs of children who need more work in foundational areas of mathematics is to utilize technology within filling stations in the classroom. To this end, this article discusses ways to expose children to more work in basic concepts and skills in mathematics through the use of a filling station with technology supports for children to work on foundational skills
Assessing Social-Emotional Abilities of Preschool-Aged Children Within a Social-Emotional Learning Framework
Get PDFDuring the past decade, there has been an increasing amount of research demonstrating a positive relationship between early childhood social-emotional abilities and later life outcomes. As such, practitioners who work with preschool-aged children are called to understand the social-emotional abilities that constitute healthy development. Doing so provides practitioners with a social-emotional framework from which to work so that they may efficiently assess and intervene in these abilities. This manuscript grounds social-emotional abilities within the Collaborative for Academic, Social, and Emotional Learning’s (CASEL) Framework for Social-Emotional Learning (SEL). We describe the need for a multi-method, multi-sourced, multi-setting comprehensive social-emotional assessment of preschool-aged children and describe a rating scale that can be used as a part of the assessment process. The manuscript concludes with a discussion regarding the importance of intervening early to prepare preschool-aged children for future academic and life success
ASL Rhyme, Rhythm, and Phonological Awareness for Deaf Children
Get PDFThe author, who is of multigenerational Deaf heritage, provides a review of the literature on spoken and signed rhyme, rhythm, and phonological awareness used with young children. While a foundation of knowledge has been built with early language approaches in spoken language, little is known about parallel forms of these approaches in American Sign Language (ASL). ASL rhyme, rhythm, and phonological awareness have historically been absent from early childhood classrooms that serve Deaf children. The author explores why this is the case and draws upon historical events to provide answers. An autoethnographic account of the author’s experience with early language approaches as a Deaf child, adult, and early childhood educator is shared. Some directions for future research include examining the effectiveness of ASL rhyme, rhythm, and phonological awareness in improving language and literacy outcomes
The Future of Pandemics: Land Use Controls as Means of Preventing Zoonotic Disease
Get PDFZoonotic diseases are increasing in frequency as climate change worsens around the world, with the recent COVID-19 pandemic highlighting the inadequate mechanisms in place to counteract disease spread. This article reviews various zoonotic diseases and their patterns of spread, highlighting land use change as the key driver of disease to demonstrate the need for legal intervention. International land use law is a little-developed subsect of environmental law that holds the key to combating this disease spread, and this article proposes solutions through this legal lens. Land use techniques which may be used to combat disease spread include conservation laws, setback and buffer requirements, increased density in development, variances, environmental impact assessments, land-based financing, and variances, in addition to international treaties
Examining the Role of AGs in a Just Transition
Get PDFTackling the climate crisis requires transitioning from fossil fuel to clean energy, which will necessarily have a significant impact on jobs and the economy overall. The impact of this shift has sometimes been feared as a development that will be harmful to workers and the economy. Fossil fuel jobs are seen as good jobs--well-paid jobs with good benefits and protections--while the emerging clean energy industry has not yet uniformly embraced a high-road employment model. But workers’ rights and environmental concerns are not fundamentally incompatible. There are many policies and tools that can be and are being harnessed to bring about a “just transition,” ensuring that the emerging clean energy sector provides high-quality jobs and that needs of current fossil fuel workers are also adequately addressed. These policies exist at the intersection of workers’ rights and environmental policy.
As the top lawyers in a state with a great deal of discretion for engagement and a wide range of tools at their disposal, attorneys general are in a unique position to engage at this intersection. To promote a just transition, AGs can enforce labor standards and worker protection laws in the emerging clean energy industry, in order to nip any nascent bad practices in the bud and establish a baseline industry norm and expectation of widespread compliance. They can advocate for the creation of quality jobs in the clean energy industry. They can take action to protect workers and the environment in bankruptcy proceedings. They can defend and promote state or federal-level rules protecting workers from dangerous heat. They can counsel their client agencies on clean energy projects so that there are strong worker protections in place. And they can critically examine the impact that any new project might have on communities that have been overburdened by pollution—among many more possibilities. This Article analyzes the factors that could lead AGs to decide to work to promote a just transition. The Article then surveys the many tools AGs have at hand for that work and provides a number of ideas for engagement for AGs in this space
An Alternating Treatment Design Comparing Small Group Reading Interventions Across Early Elementary Readers
Get PDFLearning how to read accurately and fluently is a critical component for a student’s future academic success. Reading fluency is a skill that many students struggle to master. In addition, many students missed out on key skill development due to the loss of instruction from COVID-19. As schools begin to recover from these educational losses, small group reading interventions offer an efficient solution to service multiple students at once. Small group reading interventions such as Repeated Readings (RR), Listening Passage Preview (LPP) and LPP with RR (LPP+RR) have all been demonstrated to be effective methods for increasing reading fluency. Yet few studies have specifically examined the effectiveness of these interventions in comparison to each other in a group setting. The current study compared reading RR, LPP, and LPP+RR in a small group setting to determine which intervention yielded the largest gains in reading fluency
Onerous Disabilities And Burdens: An Empirical Study Of The Bar Examination’s Disparate Impact On Applicants From Communities Of Color
Get PDFThis Article provides the results of the most comprehensive and detailed analysis of the correlation between bar passage and race and ethnicity. It provides the first proof of racially disparate outcomes of the bar exam, both for first-time and ultimate bar passage, across jurisdictions and within law schools. Using data from 63 public law schools, we found that first-time bar examinees from Communities of Color underperform White examinees by, on average, 13.41 percentage points. While the gap closes when looking at ultimate bar passage, there is still a difference, on average, of 9.09 percentage points. The validity of these results are supported through our use of t-test statistical analysis and a regression analysis. Under the Civil Rights Act, a difference of 20% would be evidence of adverse impact creating a cause of action. As White examinees pass the first time at about an 85% rate, a 17-percentage-point difference meets the 20% requirement—something Black examinees, unfortunately, meet and something Asian examinees almost meet. Historically, this kind of difference in the bar examination was attributed to differences in the entering credentials of the various races—implying that examinees from Communities of Color are less well qualified than White examinees. Our results demonstrate that this explanation is incorrect. Because our dataset is an intra-school (within the school) dataset, we are comparing the bar results of White examinees with examinees from Communities of Color who both have similar entering credentials and receive the same legal education. In that context, race should not be correlated with the bar passage rate—if differing credentials are the cause of the differing bar pass rates. But as we show, those differences in bar pass remain. It is time to act. Bar Examiners must re-examine the bar exam and determine how race is impeding its ability to properly measure an examinee’s competence. This need to act is all the more vital given the coming changes to the 2026 bar examination
