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Studying Implementation Process Matters: Implementing an Evidence-Based-Intervention in Early Head Start
Get PDFThe present study summarizes lessons from implementing an evidence-based parent-child interaction intervention, Promoting First Relationships, within an Early Head Start (EHS) home visiting program. The study documented seven home visitors’ early experiences and feedback with intervention implementation examining overall experiences in using the intervention, challenges and issues identified during implementation, and recommendations and suggestions for sustainability of the intervention within the EHS program. Findings indicate that overall, home visitors reported positive experiences with the implementation process. Some negative experiences were identified in relation to the lengthy training process and changes in home visiting practice. Challenges included learning about intervention content and managing household issues. Recommendations for sustaining the intervention included providing ongoing support and having flexibility with the training process
Four Classrooms Model How Teachers Use Spanish in Head Start
Get PDFNational Head Start policy mandates incorporating Dual Language Learner (DLL) children’s home language in classroom instruction. It is less clear, however, how this is actually implemented in early childhood classrooms. In four local Head Start centers in a predominantly Spanish-speaking DLL county, classroom observations helped shed light on when the home language of Spanish was used and how it may have contributed to DLL children’s school readiness skills. 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 for academic, socio-emotional, and health development as well as to strengthen the home-school partnership
Program Enrollment Options and Teacher Self-Efficacy for Promoting Partnerships with Parents in Preschool Programs
Get PDFPositive parent-teacher relationships are associated with positive child outcomes (Minke, 2010). Teacher characteristics such as self-efficacy and their work contexts, such as the number of children/families each teacher serves 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. Teacher and family demographic information, class schedules, and enrollment numbers were collected through survey. 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 early childhood programs using single session models 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 double sessions/day
The Future of Social Justice in Adult Education: A Gateway to Evolutionary Change
Get PDFABSTRACT WILL NOT BE INCLUDEDSocial justice is a difficult term to define, partly due to its overall complexity. In general terms, social justice is a set of beliefs and behaviors concerned with liberty, individual and collective rights, social, economic and political opportunities.Social justice has expanded to include a broad set of definitions that differ depending on the source. Social justice means different things to different individuals based on their current studies or occupation. The challenge is determining how our societal roles help narrow a working definition of social justice so itcan be applied to graduate programs and organizational training programs, in much the same way that mission statements are applied. Similar to mission statements that include a succinct set of standards and goals agreed upon by those within an organization, a definition of social justice can be just as succinct without excluding history or hope for the future
Myths or Misnomers: Research-based Realities in the Classroom Literature Review for Deans for Impact (2015)
Get PDFThis article proposes the importance of forming an interdisciplinary partnership between neuroscientists, cognitive scientists, college professors, and professional educators, to dispel long perpetuated myths and to increase the research-based underpinnings of education.  Professional educators have a unique opportunity to combine their expertise in the classroom with neuroscientists and cognitive scientists to dispel myths and develop theories and practices based on sound scientific research; thus, supporting education and learning in the classroom
Application of the Deans for Impact Report, The Science of Learning How Do Students Understand New Ideas?
Get PDFThis article examines the question, “How do students understand new ideas?†from the Deans for Impact report (2015). Within this paper, applications that address the three cognitive principles identified by the report will be discussed. The strategies recommended include incorporating worked examples into problem solving lessons in order to reduce cognitive load and free working memory, providing multiple opportunities to examine connections during reading instruction, and integrating guided discovery into mathematics instruction. Designing lessons which incorporate different modalities and multiple opportunities for students to make connections to prior learning and understanding during lessons have also been shown to increase opportunities for new learning.  Finally, the concepts of developmentally appropriate content and scaffolding are briefly examined
Social Movement Literacy: Syllabus
Get PDFThe following syllabus is for a course on “social movement literacy†(SML). The course is currently being taught at Grateford State Prison (just outside of Philadelphia). The basic purpose of SML is to help educate students on how to properly read and understand the nature and function of social movements. SML is not reducible to learning about a handful of specific social movements; instead, SML establishes core skills and knowledges that enable people to recognize, discuss, perhaps participate in and, if need be, intelligently critique, the ideologies, political motivations, and tactics of social movements