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Preschool Teachers\u27 Sensitivity to Early Literacy Milestones in Play
Get PDFTeachers must be attuned to the way play supports children’s progress towards meeting developmental milestones, such as those described in Early Learning and Developmental Standards (ELDS), given that play is a primary vehicle for learning in early childhood classrooms. Using a semi-structured interview protocol, eight early childhood educators were shown two vignettes of children at play, asked to identify evidences of literacy development, and asked which ELDS those evidences indicated. Teachers were also asked to develop an instructional extension based on the achievement and needs noted in the vignettes. Teachers were largely able to identify evidence of literacy development using vignettes and envision evidence-based pedagogical extensions to advance children’s learning, though this was most evident in the areas of phonological awareness and alphabet knowledge and least evident in areas related to engagement and comprehension. Implications for teacher education and professional development are provided
Effects of an Online Emotion Socialization Intervention for Parents of At-Risk Preschoolers Enrolled in Head Start During a Global Pandemic
Get PDFChildren from low-income families experience greater developmental risk factors, suggesting the need for evidence-based social-emotional interventions to support children and their families. This study explored the engagement, effectiveness, and acceptability of an unstudied online version of an evidence-based emotion-focused intervention – Tuning in to Kids Online (TIKOL). This pilot study within a small Head Start sample demonstrated that parents watched, on average, 97% of the ten modules across the program duration, and all reported using “quite a few” of the parenting skills taught. Outcome data revealed significant improvements in employing an emotion coaching parenting style. Distressing reactions and parent-reported child conduct problems both decreased. There were no significant reductions in emotion dismissing beliefs. High levels of treatment acceptability were reported. Treatment engagement, effectiveness, and acceptability findings from this pilot TIKOL intervention study support the need to study this accessible, online version of a well-supported parenting program approach
A Workshop Model of Strategies for Early Childhood Educators Who Work with Emergent Bilinguals
Get PDFThis series of workshops is based on a strengths-based perspective to emergent bilingual learning. It shows how a translanguaging approach can empower children, educators, and engage families by expanding learning opportunities, and making families a resource for educators. A blueprint of the professional development series is provided for teachers and administrators working with emergent bilinguals to consider
What are Convergence and Divergence in How Parents and Educators Interpret Child Development When Preschoolers Transition to Kindergarten?
Get PDFThis study investigated the interrater agreement between parents of young children and the early childhood professionals working with their family as they transition from preschool to kindergarten. The goal of this research is to identify clusters of greatest congruence and divergence. We examined clusters of agreement between 24 parent and educator dyads from rural Head Start programs in the Midwest. Differences in parent and professional assessment are represented, as well as areas where there are strong convergence. Results draw attention to the items where parents and professionals have greatest difference in the assessment. This study has implications for co-production of services for children and their families with professionals
Confronting Institutionalized Racism in Higher Education: Counternarratives for Racial Justice
Get PDFBook Review: Reform Nation : The First Step Act and the Movement to End Mass Incarceration by Colleen P. Eren
No full textReform Nation: The First Step Act and the Movement to End Mass Incarceration by Colleen P. Eren. Stanford University Press, 2023. 263 pp. ISBN:978-1-5036-3673-
“Hush it up!”: Silence as a Pedagogical Resource in a Language Immersion Mathematics Classroom
Get PDFFrequently, the silence of students whose first language is not the language of instruction is interpreted as indicative of lack of knowledge or language proficiency. I propose an alternative interpretation, illustrating how both teacher and student silence can be a pedagogical resource that respects students’ sense-making, honors the multimodal nature of mathematical activity, and follows principles from research on second language learning. I draw on an example from a geometry task in a third-grade Spanish immersion classroom and invite readers to consider how teachers and students can use silence as a pedagogical resource in their bilingual contexts
Modeling Vulnerability: Confronting White Supremacy in Our Mathematical Policies, Practices, and Ourselves
Get PDFSchool districts’ anti-racist efforts often fail to consider the prevailing culture in which this work is situated: one of whitesupremacy. In this piece, we detail efforts of district-level mathematics leaders to engage building-level leaders in thenaming, critically reflecting on, and finally taking action to redress racism in mathematics policy and practice. We shareconcrete examples of how the characteristics of White Supremacy Culture (WSC) and the levels of racism are at play indecisions around assessments, curriculum pacing guidelines, and course pathways. We hope our story will inspire others toengage leaders in reflection about their role in challenging long-standing inequities and actualizing anti-racism
Examining a Year-Long Program to Prepare First Year Undergraduate Students for Success
Get PDFIn relation to the track theme of Supporting Student Engagement and Success, our presentation explains the contours of the Cato College of Education’s Prospect for Success (PFS) program.The PFS program is grounded in three central Student Learning Outcomes for first-year students: Intentionality, Curiosity, and Awareness. Intentionality helps students identify and create meaningful academic and career goals. Curiosity is predicated on the rationale that students who actively participate in their educational experience— by being curious—will be more invested in their education as they deepen understanding of the inquiry process throughout their university experience. Awareness is focused on cultural diversity and the intersectionality of gender, race, and socioeconomic class. We also share how the PFS program is organized as a year-long continuum program in the Cato College of Education. We describe a number of lessons learned from the implementation of PFS in the past several years. These lessons include: (1) Our experience and outcome data suggest that weaving non-academic learning outcomes with content is a balancing act but one that offers multiple benefits to first-year students; (2) The importance of on and off campus partnerships as invaluable for engaging and supporting first-year students; and (3) the integration of active learning strategies are essential features of student success. Finally, we showcase examples of the assignments and data findings related to students\u27 completion of PFS in relation to sustained success at the university. This includes a description of how PFS supports UNC System performance measures including 4 year graduation rate and degree efficiency