Charlotte Journals
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A Longitudinal Study of Behavioral Consultation in Inclusive Preschool Classrooms
Get PDFTeachers in early childhood classrooms face a diverse child population, including children with developmental delays and differences (DD), requiring teachers to exhibit professional skills to address a broad spectrum of developmental needs. At times, early learners with and without DD exhibit challenging behaviors (e.g., aggression, tantrums). Nevertheless, teachers find themselves ill-prepared to manage such behavior and teach under these circumstances due to limited training in classroom behavior management. Applied Behavior Analysis (ABA) is an effective treatment for children with various developmental differences and has proven successful in classroom settings when applied. This report describes a behavior consultation model used in a four-year project in 44 early childhood classrooms with 196 teachers and 97 children identified as having developmental delays and challenging behavior. Recommendations for choosing a behavior consultant for similar settings and a discussion of recurring behavior strategies recommended are presented
Childcare Director Perceptions of the Past Decade and What the Future Holds
Get PDFIn an effort to learn more about childcare directors’ perceptions, this study surveyed seventeen directors in southwest Ohio. The participants were asked about specific challenges they have experienced over the last decade, and how they envision the future of childcare. The results revealed that the topics most commonly discussed by directors were related to teacher shortages, retention of staff, and an increase in children’s behavior problems. The COVID-19 pandemic exacerbated many of the issues mentioned by directors, especially with the addition of new state, federal, and licensing requirements. Many also feared the permanent closure of centers due to financial strains and a lack of resources at the state and federal level. The article concludes with implications for childcare directors to be able to move forward and continue providing high-quality care and education for children and families.  
Behavioral Consultation in Inclusive Preschool Classrooms
Get PDFThe purpose of this report is to describe a behavior consultation model that has been successfully tested in early childhood classrooms. A behavior consultant can assist in a teachers’ use of behavior analytic techniques, which have proven successful in classroom settings when applied. Recommendations for choosing a behavior consultant and successful behavior strategies are presented
Capitalizing on Early Literacy Standards in Play
Get PDFChildren’s play is a primary vehicle for learning in early childhood classrooms. In order for teachers to effectively support learning, they must become attuned to how children are demonstrating progress towards important educational goals, such as those described in states’ Early Learning and Development Standards (ELDS). In the research study which this article is based on, we investigated preschool teachers’ ability to identify evidence of early literacy developmental milestones in children’s play, connect these milestones to ELDS, and plan reasonable learning-rich extensions that built on children’s developmental readiness. We found that teachers were largely able to identify evidence of literacy development using vignettes and envision evidence-based pedagogical extensions that would support children’s learning. This was most evident in the areas of phonological awareness and alphabet knowledge and least evident in areas related to engagement and comprehension. Implications and recommendations for teachers and professional development are provided
Counternarratives as Truth-telling: Survival, Community & Racial Justice in Higher Education
Get PDFUtilizing excerpts from the recently published Confronting Institutionalized Racism in Higher Education: Counternarratives for Racial Justice (Ramdeholl & Jones, 2022), the authors engage Critical Race Theory (CRT) and more specifically, counternarratives as a strategy for centering the voices and experiences of racialized faculty in Predominantly White Institutions (PWIs). Counternarratives also provide space for these faculty to interrogate their everyday lived realities and struggles, and demonstrate how they actively resist silencing and erasure through collective action.
NB: The authors capitalize Black, Asian, Brown, and Latinx and not white, when referring to racialized groups to center the collective sense of identity among BIPOC communities.
Examining the Black Box of Prison Education Programs: A Descriptive Study of Statewide Correctional Education Practices
Get PDFAbout half of incarcerated individuals housed in state prisons reported participation in educational or vocational programming (Harlow, 2003). These programs serve as a way to fill a disparity gap since the prison population tends to have literacy, education, and employment needs. Participation in education programs can result in positive impacts on reentry outcomes (e.g., reduced recidivism, increased employment outcomes) (Bozick et al., 2018). However, the characteristics of effective education programs remains a “black box” in terms of instructional strategies and classroom practices. This study examined the characteristics of over 200 literacy, general education, vocation/apprenticeship, and college courses across 28 prisons in one state. Interviews, observations, and staff surveys were used to gather data related to leadership, classroom management, and quality assurance practices in prison-based education departments. The results revealed substantial differences across programs and facilities. Implications for future research and opportunities to reduce social disparity through prison education are discussed
The Study of Covid-19 Within the State of North Carolina in the United States
Get PDFResearch on COVID-19 was done for North Carolina to assess local governmental policies, to measure COVID-19 growth rate, and to discover what predictors impact COVID-19 spread. Using a Time-Delayed SIR model, removal rates were calculated to compare how seven major metros from NC handled the pandemic. COVID-19 Data was collected from the Center for Systems Science and Engineering (CSSE) at Johns Hopkins, and the US census was used for NC demographic data. MATLAB was used to perform multiple linear regression and solve the time-delayed Susceptible, Infected and Removed (SIR) model to evaluate local governmental policy by measuring four removal rates of each studied metro throughout the government control policies. Through the removal rate calculation, we found that upon lockdown restrictions being eased, locations near the coast suffered, despite doing well in removing infected COVID-19 persons. In the populous Charlotte-Concord-Gastonia metro, COVID-19 growth rates were higher than other metros. Nevertheless, it had the highest removal rates meaning this metro did well in handling the pandemic. Next, using multiple linear regression, the most substantial correlating factor for COVID-19 transmission was young age. The White and Black race populations were correlating factors with COVID-19 spread. Leading the age correlating predictor for the death rate in the largest metros was the 85-100 age group. In this same analysis, the 51-84 age group was found to be inversely correlated. Lastly, our education study indicates less education correlates with COVID-19 cases.
Keywords: COVID-19, Time-Delayed SIR model, Compartmental model, Multiple linear regression, government policy, removal rate
