Journals.uncc.edu (North Carolina's Urban Research University)
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Flowing With the Translanguaging Corriente: Juntos Engaging With and Making Sense of Mathematics
No full textThe translanguaging corriente, or current of language practices, as described by García et al. (2017), is always flowing through your mathematics classroom, whether you realize it or not. The corriente, how multilinguals use all their languages to learn and engage with content in school and make sense of a complex world, requires educators to reconsider what is understood about language and mathematics. By rethinking how we view language separation in the multilingual mathematics classroom, we propose that teachers teach with a translanguaging stance in order to access multilingual students’ full linguistic repertoires and to develop deep mathematical understanding
Crossing Barriers: Dance Unwound - A Conversation with Sushant Gaurav
No full textAn interview of a diachronic space-time configuration in the conventional field of Kathak, a prominent traditional dance form
Using Parent and Teacher Authentic Assessment Results to Guide Preschool to Kindergarten Transition for Multilingual Learners
No full textMost traditional assessment tools often have shortcomings supporting children who are multilingual during their transition from preschool to kindergarten. Teachers and families active collaboration during assessments supports children during the transition process. The results from a study conducted with Head Start teachers and families highlighted possible areas in which transition practices could be strengthened through individualized child assessment by parents and teachers. The implication of the similarities and differences of scores across domains highlighted potential needs in assessments and transition practices. This paper shares research to practice connections by looking at several key challenges in assessing children during kindergarten transition, and specific strategies for implementing authentic assessment with multilingual learners. The paper also shares specific recommendations for program implementation that emerged from current research
A Head Start on STEM: Investigating the Relationship of Teacher Knowledge and Self-Efficacy
No full textResearch substantiates that providing high-quality STEM experiences at an early age is important for young children to become college and career ready (Moore et al, 2016). However, not all early childhood educators (ECE) feel knowledgeable and/or confident in supporting STEM instruction. How ECE’s feel, think, and motivate themselves is often influenced by their self-efficacy beliefs. Individuals with strong self-efficacy tend to commit to goals that challenge their current capabilities (Bandura, 1993). Therefore, ECE’s may be more inclined to implement STEM activities if they feel knowledgeable and confident. Professional development (PD) when connected with formative feedback, often leads to increased self-confidence (Blonder & Vescio, 2022). This current study explored how purposefully designed PD opportunities impacted ECE’ self-efficacies and perceptions of STEM instruction, using a mix-methods design with Head Start preschool educators. The findings suggested a significant increase in participants’ self-efficacies for supporting preschool-aged children’s STEM instruction
Using the Practice Based Coaching Model for Professional Development in Head Start Programs
No full textA mixed-methods descriptive single-case research design explored the effects of implementing the Practice-Based Coaching (PBC) model at a South Texas Early Head Start Center. Three bilingual coaches used the Practiced-Based Coaching model to provide professional development on emergent biliteracy instruction for three bilingual teachers of 2- to 3-year-olds. Coaches and teachers used reflexive journals, focus groups, pre- and post-observation checklists, and surveys to share their views and experiences with the Practice-Based Coaching model. Results showed the Practice Based Coaching model is effective teacher and coach training. The model’s ripple effect fostered a coach-teacher collaboration via social learning, boosting teachers’ emergent biliteracy skills and inclusive practices. Teachers changed their practices and performance because of this knowledge, leading to more engaged students. This research suggests that teacher educators employ Practice-Based Coaching in professional development to cultivate social learning and expand teachers’ knowledge and skills in inclusive emergent biliteracy
Planting Seeds Together: Our experience cultivating the UNC System’s Open Pedagogy Incubator
No full textTrack: Open Educational Resources, Open Pedagogy & Open Access Scholarship
Over the past three years, our cross-institutional team has led a faculty learning community on open pedagogy. The Open Pedagogy Incubator has provided a space for discussion and connection, focused on developing open, accessible assignments that empower students and enhance their learning experiences. In this session, we will share our flexible, cohort-based approach that adapts to emerging educational needs, such as advancements in interactive technologies. We will also discuss how we’ve successfully sustained this collaboration around a shared goal, resulting in both a supportive environment for faculty development and student success across the UNC System, as well as valuable professional friendships among our group
Build It Right: Incorporating Accessibility into Student-Produced Online Artifacts
No full textTrack: Universal Design for Learning (UDL) & Accessibility
Attention to accessibility generally focuses on course navigation and instructor- or publisher-produced materials, which implies assumptions about both the instructor and learners in the course. Even when online and blended courses are designed with accessibility in mind, they frequently include responses to peer-generated materials that are not accessible to some learners and perhaps not to the instructor. This presentation suggests solutions and elicits further discussion of how to meet the differing needs among both faculty and learners.
As higher education still revolves around the face-to-face lecture as the ideal (i.e. the sage on the stage), accessibility is often an afterthought, particularly in online courses. Even when the course design is accessible, student-produced artifacts are generally not reviewed for accessibility despite the increased frequency of peer -to -peer sharing and required responses, This presentation will demystify the process of creating accessible learning materials by both instructors and learners, ensuring that people of all abilities can access and utilize learning materials. This presentation will share ways to build accessibility into student-produced materials, therefore providing both a key career skill and ensuring access by all
Fostering STEM in Early Childhood Programs: Practices of Preschool Parents with STEM Backgrounds
No full textThe study examines STEM practices of early childhood parents with STEM backgrounds, the experiences that influenced their STEM interests and the ways they are developing STEM learning in their young children. A qualitative research design was used that involved interviewing parents recruited from child care centers from the reserachers town. The study finds family role models, preschool curriculum and passion/motivation/ are key factors in stimulating STEM interest and learning in young children. Strategies that early childhood programs can adopt to foster STEM in young programs is the highlight of this work