Charlotte Journals
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Research to Practice: In Early Childhood Mathematics Education (ECME), Teachers’ Beliefs Count
No full textA study of early childhood teacher beliefs about mathematics and ECMEwas conducted. The results show thatteachers may not hold as negative views about ECME and seem to be engaging inmore ECME in the classroom. However,this is tempered by findings that suggest that ECME practice may be counter tocurrent guidelines, both in scope and methods of instruction
Directions for professional development: Increasing knowledge of early childhood measurement
Full text linkResearch has indicated that the education and experience of early childhood (EC) professionals in measurement is often inadequate to meet the requirements for best practice, and very few studies have investigated this issue. A survey was used to explore the measurement knowledge and use of 159 EC professionals to help set directions for professional development. Results indicated that respondents had a very high interest in professional development and for the most part had received little to no training for the tools and procedures they were currently using in practice. Furthermore, moderate to large effects were found between an individual’s measurement knowledge and competency and how important they believed it was for their practice across all measurement domains (screening, assessment, and evaluation). The majority of respondents (93.9%) reported that they modify measurement procedures, which can have implications for the reliability and validity of the tool. Respondents highlighted various measurement issues and needs in terms of professional development, such as the need for measurement standards across programs, how to appropriately modify measurement tools/procedures to meet individual program and professional needs, and how to link measurement information to programming
Enhancing Early Childhood (EC) Professionals Knowledge and Practice of Measurement
Full text linkEarly childhood (EC) professionals and educators (n = 159) that engage in measurement with children aged 0-6 years were surveyed to determine their level of knowledge and current practices as it related to early childhood measurement. The survey gathered information about the respondents’ background and educational history, knowledge and competency, issues and needs, and uses of measurement tools. Given that ECD professionals are instrumental to the measurement process it is vital that they receive the appropriate supports necessary for best practice. The results presented in this summary attempt to go beyond reporting on the specific tools used and factors influencing tool selection to understand the knowledge, competencies, and training needs of ECD professionals. Â
Maternal Perceptions of Acculturation at the Onset of Child Schooling: Implications for Teachers
Full text linkThis qualitative study examined mothers’ perspectives on their preschoolers’ acculturation and the relationship to their own acculturation. Three acculturation processes emerged from the qualitative data that illustrate how mothers perceive their own and their child’s acculturation: parallel, vertex, and inter-segmented. Each type may have implications for teacher-parent interactions. This summary highlights how the results from the published article can be implemented in the classroom and how teachers can engage immigrant parents whose acculturation process may vary. Specifically, we emphasize the need to understand parents\u27 approaches and expectations as they relate to cultural adaptations, especially at the onset of schooling
Involving Families in the Assessment Process
Full text linkAlthough grounded in theory and philosophy, andmandated by federal legislation, there is often a gap in research to practicewhen it comes to involving families in the assessment process. As family involvementthrough the continuum of early childhood education is recognized as “best practiceâ€in the field, the assessment process must not be excluded. However, teachers inearly childhood programs may need additional strategies to invite families tojoin in the process. Strategies for parent participation as consumers,informants, team members, and advocates are discussed as well as outcomes forchildren and families
The Effects of Literacy Messages in an Educational Television Program: A Content Analysis and Experiment
Full text linkEducational television programs have the potential to promote literacy affect as well as literacy skills in young children. This study involved a content analysis and field experiment to investigate the impact of the literacy messages conveyed in an educational children’s program on preschoolers’ and kindergarteners’ attitudes about literacy. The content analysis showed that program included many positive messages about literacy, especially the power of reading and the encouragement of literacy activities. However, the results of the experiment did not show statistically significant differences between participants who viewed the program and those who did not. Trends did emerge, particularly related to gender. These trends along with implications and limitations of the current investigation are discussed
Teacher Initiated Communication: Engaging Parents Responsively in an Urban School Context
Full text linkThis study investigated teacher initiated communication efforts as it related to engaging urban parents in the elementary school classroom. Qualitative data from an auto ethnographic research project yielded four narratives. Grounded theory and narrative analysis was employed to develop and validate the narratives and examine themes and types of communication used. The analysis led to the establishment of Teacher Initiated Communication Scale (TICS). The results revealed that empowerment, responsive planning, developing cultural knowledge and establishing trust were essential in responsive communication. The results also suggested that the use of multiple teacher initiated communications strategies were most effective to engage parents responsively
Teacher Initiated Communication Strategies to Engage Urban Parents
Full text linkThis article summarizes a research study investigating teacher initiated communication efforts as it related to engaging urban parents in the elementary school classroom from a sociocultural perspective. Results revealed that shared knowledge, empowerment, responsive planning, developing cultural knowledge and establishing trust were essential in responsive communication. The results also suggested that the use of multiple teacher initiated communications strategies were most effective to engage parents responsively