Charlotte Journals
Not a member yet
968 research outputs found
Sort by
Effects of Coaching and Performance Feedback on Preschool Teachers Implementation of the Teaching Pyramid Model
No full textThis research to practice paper summarizes a study on a coaching model that was used with three child care center teachers as they implemented strategies connected with three targeted items from the Teaching Pyramid Model, a comprehensive framework for supporting children’s social and emotional development. Additional information is also provided concerning teacher attitudes toward the model and data on child social and emotional. The coaching model was effective at improving teacher implementation of strategies
Children at Risk: A Review of the Mental Health of Unaccompanied Refugee Minors
Get PDFWar and conflict force many children to flee their homes without parents or guardians; these children are referred to as unaccompanied refugee minors. Such children are particularly vulnerable to traumatic experiences. The stresses of conflict, migration and assimilation often lead to varied mental health concerns and symptoms of trauma among refugee children. This review examines the following aspects of their mental health: (a) vulnerabilities and risk factors, (b) psychopathology, (c) resilience, and (d) effective treatments for this population. Stressful life events are risk factors affecting the psychological health of the unaccompanied refugee children. These vulnerabilities contribute to the increased prevalence of anxiety, depressive, and posttraumatic symptoms in this population. The symptoms vary based on factors such as environment, time since arrival, and resiliency. Effective treatments specific to this population remain few. Further research into the mental health of unaccompanied refugee children is necessary if society is to assist this population overcome the effects of the trauma
Effects of Coaching and Performance Feedback on Preschool Teachers Implementation of the Teaching Pyramid Model
Get PDFPrevious 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
CREATING NEW PATHWAYS FOR DIALOGUE: COLLABORATION OF DIVERSE VOICES
Get PDFEarly Head Start is based on the assertion that all children have explicit needs and benefit from a comprehensive developmental program. Children benefit when families and educators work together to support young children’s development. Yet, research indicates parents and educators often do not collaborate about children’s education and can have negative impact on school readiness. This project studied EHS programs that have utilized narrative observations referred to as, Journey of Discoveries to examine collaboration between parents and teachers. The qualitative case study used interview transcripts from three EHS programs. Findings revealed four central themes: (a) connection, (b) partnership, (c) building of relationship, and (d) the value of shared understanding. Findings showed Journey of Discoveries creates a pathway of collaboration for EHS teachers and parents by capturing children’s learning and development through the sharing of narrative observations
How Spanish is used in Head Start: Observational Evidence from Four Classrooms
Get PDFDevelopmental science recommends and national Head Start policy mandates incorporating Dual Language Learner (DLL) children’s home language in classroom instruction. It is less clear, however, how this is implemented in the real-world context of early childhood classrooms. In four local Head Start centers in a predominantly Spanish-speaking DLL county, exploratory qualitative observations helped shed light on when the home language of Spanish was used in the classroom and how it may have contributed to DLL children’s school readiness skills. Emergent patterns from the observations revealed that Spanish was used to promote certain academic as well as planning and recall skills; to provide emotional caregiving; and to communicate with parents as well as during daily health routines. Thus, in line with Head Start’s “whole child†model, Spanish was used in the domains of academic, socio-emotional, and health development as well as to strengthen the home-school partnership. Implications for practice are discussed
Promoting Partnerships with Parents in Preschool Programs: Does the Number of Classroom Sessions a Day Matter?
Get PDFPositive parent-teacher relationships are associated with positive child outcomes (Minke, 2010). Teachers’ work contexts, such as the number of children/families each teacher serves each day/week and a teacher’s self-efficacy may influence teachers’ abilities to build those relationships. Participants in this pilot study included families of children enrolled in publicly- funded preschool programs and their teachers. To assess their perceptions of self-efficacy regarding parent-teacher relationships, preschool teachers completed the Teacher Efficacy for Promoting Partnerships Scale (Moen, Sheridan, & White, 2016). Findings suggest that preschool programs using a single all-day session model with fewer children and families assigned per teacher, may permit teachers to more quickly establish partnerships with parents, or at least establish a confidence in working with parents sooner in the relationship than teachers assigned to teach to double (two half-day) sessions each day.Â
Including Everyone from the Start: Lessons Learned from Head Start
Get PDFThis research to practice article summarizes the findings from a case study focused on examining how children with disabilities were included in eight Head Start classrooms in one Midwestern Head Start program. Lessons learned from this study provide important implications for practice. Specifically: 1) Teachers must be provided with support to recognize and address the individual needs of children with disabilities in their classroom; 2) Teacher need to intentionally facilitate peer interactions between children with and without disabilities; 3) Key stakeholders involved in serving children with disabilities should prioritize developing effective partnership; 4) Efforts are necessary to reduce the negative impacts of external factors influencing the quality of inclusive classroom environments
The Science of Learning: Practical Applications for Transferring Learning in the K-12 and Higher Education Settings
Get PDFThe fourth  Key Question posed in the Deans for Impact report (2015) asks, “How does learning transfer to new situations in or outside of the classroom?â€Â DFI (2015) propose two cognitive principles addressing the question. This article briefly summarizes what current research says in regard to each cognitive principle and provides practical application suggestions for what each principle might look like in the K-12 and Higher Education settings. Though the practical applications provided are specific, the underlying concepts can be used as guidance for instruction that fosters students’ ability to transfer learning to novel problems
An Autoethnographic Study of Japanese Pedagogy: A Multilingual Learner’s Experience in Learning Japanese
Get PDFThis autoethnographic study involved the author in the dual role of researcher and informant and analyzes her Japanese learning experience in four programs across three countries. The goal of the paper is to proffer the current practice in Japanese language classrooms with an array of pedagogical options through a review of how the class activities in question accommodated the author’s learning process