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Effects of Coaching and Performance Feedback on Preschool Teachers Implementation of the Teaching Pyramid Model
No full textPrevious research has indicated that a strong connection exists between children’s social and emotional development and their academic performance in school. Yet, the literature has also shown that teachers may be inadequately prepared to help children in obtaining prosocial skills. In the current study, a coaching model was used with three child care center teachers in the implementation of strategies connected with three targeted items from the Teaching Pyramid Model, a comprehensive framework for supporting children’s social and emotional development. Data were collected across four phases: pre-baseline, baseline, intervention, and maintenance. Results indicated improvement among identified targeted items for all teachers from pre-baseline to intervention. Child data for this investigation were variable. The outcomes are shared within the context of both the study’s contributions and limitations
Factors Related to Head Start Teachers’ Implementation of Physical Activity Programming
No full textBACKGROUND: This study examined factors that predicted Head Start preschool teachers’ use of the physical activity components of I am Moving, I am Learning, a nationally disseminated obesity prevention program. METHODS: Lead teachers (N = 120) in a large city in the United States completed questionnaires to self-report I am Moving, I am Learning implementation, demographic information, their general attitudes toward physical activity promotion, and their specific attitudes about implementing I am Moving, I am Learning. RESULTS: Three variables were associated with teachers’ program usage: (1) prior teacher training (p <.001); (b) teachers’ perceptions about program usability (p=.002); and (c) teachers’ prior experience leading physical activity (p=.037). Results also highlighted Head Start teachers’ positive attitudes about the benefits of promoting physical activity. CONCLUSIONS: Many Head Start teachers described IM/IL as a feasible and acceptable physical activity promotion program. However, training opportunities were variable and more comprehensive and consistent training would be important
Physical Activity in Head Start Classrooms: How Teachers’ Attitudes and Training Contribute to Program Usage
No full textThis research to practice article summarizes the findings of a study that examined the frequency of Head Start teachers’ implementation of the physical activity components of I am Moving, I am Learning (IM/IL). Lead teachers in a large city in the United States completed questionnaires to self-report frequency of program implementation, their general attitudes toward physical activity promotion, and their specific attitudes about implementing IM/IL. Teachers reported using movement vocabulary most frequently, followed by facilitating unstructured activities. Implementing structured activities was less frequent. Almost all teachers reported positive attitudes about promotion of physical activity in general and the IM/IL program specifically. Three variables were associated with teachers’ program usage: (1) prior teacher training; (2) teachers’ perceptions about program usability; and (3) teachers’ prior experience leading physical activity. Many Head Start teachers described IM/IL as a feasible and acceptable physical activity promotion program. Understanding ways to promote more frequent implementation of structured active play is importan
Detection of Depression in Primary Care and the Assessments Available That Can Assist in Diagnosis
No full textBecause of the frequency which primary care physicians see their patients, they are in a unique position to recognize depressive symptoms. The primary care environment is missing one out of every two patients with depression. This literature review will examine the accuracy of diagnosis by primary care physicians and the measures that could be used to increase accuracy. Three diagnostic measures are reviewed. The first is the Patient Health Questionnaire, which is easy to administer and can be given in different languages. The next is the Hamilton Depression Rating Scale, which would be useful during the treatment of depression to assess the progress of individuals, because of the high reliability. The final is the Mini International Neuropsychiatric Interview, which is a good option available as a second tier diagnostic measure after high-risk patients have been recognized. Poor recognition and misdiagnosis could be improved with the implementation of diagnostic measures
Book Review
No full textThe Chains of Black America: The Hammer of the Police and the Anvil of the Schools. Michael Holzman. New York: Chelmsford, 2014. 285 pp
When Silence Becomes Betrayal
No full textRight now in our country we are using our anger and judgement to rule our actions which is leading our people to turn against one another in fear. It is time that we come together as a society to solve a problem, to speak up for what we believe in, for justice. When Martin Luther King Jr. wrote the letter from Birmingham jail he was calling out for people to share their voices for a cause. By staying silent while heartbreaking events unfold you are contributing to the ongoing problem. In my poster design I wanted to call out those people who are watching the violence continue but still saying silent. The design is meant to relate to a broad audience, to show it could be any one of us. The shade of red symbolizes the figure being alert due to rising tensions. Their eyes are open wide to see exactly what is going on but their hand remains over their mouth in silence. In the reflection of the eyes, you see a cop and a silhouetted figure. This is to call out the present controversy unfolding between African Americans and Law Enforcement. In the eyes there is no hero or victim because if we ever want to resolve this conflict we have to take a step back from that. We have to start looking at all of us as one in the same, we are all people and we all must come together and stop being silent which is what this poster represents
Religion, Family, and Justice: A Narrative Study of Adults Learning to Teach for Social Justice in the Deep South
No full textThe Deep South is a distinctive, complex sociogeographic region of the U.S. whose history and politics have been marred by societal inequities and injustices. This research considered theories of social justice education and transformative learning to understand the processes by which adults learn to teach for social justice in the Deep Southern context. The study included from adult students enrolled in a doctoral-level class in education at a large, urban university in the Deep South. Narrative inquiry and Voice-Centered Relational Method were used in the process of data collection and analysis. Among the participants, familial and cultural religious narratives pervaded, deeply affecting a continual process of negotiation among the participants’ understanding of teaching for social justice and their own socially constructed identities. The religious backgrounds and family ethos fostered new notions of social justice and contributed to the participants’ perceptions of confidence to teach for social justice