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Early Childhood Special Education STARS: A Five-Point Model for Addressing the Teacher Shortage
Get PDFThere is currently a crisis-level shortage of qualified early childhood educators, including early childhood special educators. Teacher preparation programs must address the shortage through effective teacher recruiting, training, and retention strategies. We recommend a five-point STARS model that includes: (a) Supplemental funding during field placements, (b) Teacher preparation that leads to early childhood education and early childhood special education dual licensure, (c) Advocacy at the local, state, and national levels, (d) Relationships between teacher training programs and local public and private early learning centers, and (e) Supportive and ongoing mentoring for in-service early childhood special educators. This manuscript provides an overview of this STARS model with specific recommendations for teacher educators
Inclusive Early Childhood Teacher Education: A Paradigm for Envisioning and Enacting
Get PDFThis article describes the processes and timeline of developing our Inclusive Early Childhood Teacher Education Program (IECTE). In doing so, we describe collaborations that have a dynamic unfolding that took place over 10 years and united early childhood education (ECE), early intervention/early childhood special education (EI/ECSE), and bilingual/English as a second language (ESL) programming. Foundational to our collaborative work is the transformation that occurred within these individual areas of teacher education that eventually led us to the evolving paradigm of inclusivity in early childhood education. In our IECTE work we detail our paradigm of critical inclusivity that includes three tenets: (1) a dialogic approach, (2) curriculum revision, (3) student guidance, and (4) mentoring support. We conclude by offering implications for continuous growth through descriptions of radical collaboration and advocacy in inclusive early childhood settings, such as intervention agencies, Head Start programs, childcare centers, community programs, and public schools
Preparing Early Interventionists/Early Childhood Special Educators with Knowledge and Practices to Collaborate with Families: A Mixed-Methods Systematic Review
No full textDue to the important impact family-professional collaboration has on child outcomes for infants, toddlers, children, and students with disabilities, research in special education preservice personnel preparation has evaluated the impact of higher education programs and curricula geared towards improving preservice educators’ knowledge and practices regarding family-professional collaboration in inclusive settings. The resulting literature has provided the field with insights as to instructional strategies faculty have implemented to better prepare preservice special educators to collaborate with families. The purpose of this mixed-methods systematic review was to identify and synthesize the current state of knowledge behind these instructional strategies intended to increase preservice educators’ knowledge and practices to collaborate with families. A total of 15 peer-reviewed journal articles published between 1968-2024 were included in the study. Findings indicate that various instructional strategies and outcome measures were used to measure preservice educators\u27 knowledge and practices. Implications for future research are described
An Investigation of How Humans are Portrayed in High School Mathematics Textbooks
Get PDFMathematics textbooks convey messages to students about people in mathematics. Unfortunately, past textbook research has revealed few examples of people of color, women, non-binary genders, and STEM careers, and sometimes even perpetuation of problematic stereotypes. We present our investigation of how humans are portrayed in high school mathematics textbooks, and encourage teachers to investigate their own materials. Our findings reveal low human presence, few named characters, non-inclusive gender identities, and few examples of STEM careers. Teachers can be mindful of representation within their materials, and can foster an inclusive classroom by deliberately showcasing examples of diverse professionals in STEM careers
Lesson Study: Collaboration among Middle School Mathematics Teachers of Latino Students
Get PDFThis lesson study experience occurred within a partnership between mathematics educators and four middle school mathematics teachers of ELLs. The lesson focus was addition of fractions of unlike denominators. The students were given opportunities to think individually and then work with a partner using fraction bars to explain and justify their solutions
“La Lotería” - Using a Culturally Relevant Mathematics Activity with Pre-service Teachers at a Family Math Learning Event
Get PDFThis paper aims to raise awareness of how university content faculty prepare pre-service teachers to implement culturally relevant math activities involving Hispanic families in an after-school Family Math Learning Event (FMLE). By exploring the game of chance “La Lotería” from Hispanic culture with math objectives appropriate for elementary and middle school grades, this paper illustrates the potential impact on future teachers and Hispanic families participating in the FMLE
From “Eye-opening” to Mathematical: Helping Preservice Teachers Look for Mathematics in Stories of Oppression
Get PDFThis article analyzes preservice teachers’ reflections about a visit to a campus event focused on injustice and oppression that they were required to attend as part of an assignment in a mathematics content course for preservice K-8 teachers. Prior to the assignment, the preservice teachers had had limited exposure to social justice-based mathematics contexts and extracting mathematics from the real-world. Their reflections provide valuable information about the types of social justice contexts preservice teachers find relevant, and the mathematical possibilities they see, on their own, in events such as this one
TODOS Book: Antiracist Mathematics Education: Antiracist Mathematics Education
No full textBook Editors:
Marilyn Strutchens
Gladys Krause
Dorothy Y. White
Jennifer Bay William
Using ClassChatter to Mediate Controversial Discussions in Small Teacher Preparation Programs: A Case Study
No full textWhile small teacher preparation programs allow pre-service teachers to bond with their cohort, the established social norms within cohorts can sometimes make it difficult for students to discuss equity in a face-to-face setting. In this History of Mathematics course, we used an online journal and discussion board, ClassChatter, to facilitate students’ discussions about equity in the mathematics classroom. In the online setting, pre-service teachers participated more equally, and all students believed that the format was vital to facilitating more open face-to-face and online communication in a geographic area known for racial tensions