Language-Rich Early Childhood Classroom: Simple but Powerful Beginnings

ERIC Educational Resources Information Center

Flynn, Erin Elizabeth

2016-01-01

This article highlights research exploring the benefits of small-group storytelling as a way to promote rich language in early childhood classrooms. Using the storytelling of children from a preschool classroom serving lower SES children, the author explores the collaborative affordances of story circles. Results show that small-group storytelling…

Formal Education, Credential, or Both: Early Childhood Program Classroom Practices

ERIC Educational Resources Information Center

Vu, Jennifer A.; Jeon, Hyun-Joo; Howes, Carollee

2008-01-01

Research Findings: This study is intended to widen the debate around the bachelor's degree (BA) as preparation for early childhood teaching when head teachers possess various levels of credentials and education. We examined classroom quality and teacher involvement in 231 classrooms sponsored by 122 different agencies, staffed and supervised by…

Early Childhood Teachers' Perspectives on Social-Emotional Competence and Learning in Urban Classrooms

ERIC Educational Resources Information Center

Humphries, Marisha L.; Williams, Brittney V.; May, Tanginia

2018-01-01

The promotion of social-emotional competence and implementation of social-emotional learning programs have increased substantially in schools; however, little is known about teachers' perceptions of such programs. This qualitative study explored early childhood (3 to 8 years old) teachers' perceptions of classroom-based social-emotional learning…

The Literacy Environment of Early Childhood Special Education Classrooms: Predictors of Print Knowledge

ERIC Educational Resources Information Center

Dynia, Jaclyn M.

2012-01-01

The present study aimed to examine the quality of the classroom literacy environment in early childhood special education (ECSE) classrooms, as well as the relations between the classroom literacy environment and children's gains in print knowledge. To address these aims, the present study described the classroom literacy environments of 28…

Embedding Augmentative Communication within Early Childhood Classrooms.

ERIC Educational Resources Information Center

DiCarlo, Cynthia; Banajee, Meher; Stricklin, Sarintha Buras

2000-01-01

This article first describes various augmentative communication systems including sign language, picture symbols, and voice output communication devices. It then explains ways to embed augmentative communication within four types of early childhood classroom activities: (1) special or planned activities, (2) meal time, (3) circle time, and (4)…

Teachers' Literal and Inferential Talk in Early Childhood and Special Education Classrooms

ERIC Educational Resources Information Center

Sembiante, Sabrina F.; Dynia, Jaclyn M.; Kaderavek, Joan N.; Justice, Laura M.

2018-01-01

Research Findings: This study examined preschool teachers' literal talk (LT) and inferential talk (IT) during shared book readings in early childhood education (ECE) and early childhood special education (ECSE) classrooms. We aimed to characterize and compare teachers' LT and IT in these 2 classroom contexts and determine whether differences in LT…

Early Career Teachers' Sense of Professional Agency in the Classroom: Associations with Turnover Intentions and Perceived Inadequacy in Teacher-Student Interaction

ERIC Educational Resources Information Center

Heikonen, Lauri; Pietarinen, Janne; Pyhältö, Kirsi; Toom, Auli; Soini, Tiina

2017-01-01

Teachers' capacity to learn intentionally and responsively in the classroom is particularly vulnerable during the first years in the profession. This study investigated the interrelations between early career teachers' turnover intentions, perceived inadequacy in teacher-student interaction, and sense of professional agency in the classroom. The…

Examining Quality in Two Preschool Settings: Publicly Funded Early Childhood Education and Inclusive Early Childhood Education Classrooms

ERIC Educational Resources Information Center

Pelatti, Christina Yeager; Dynia, Jaclyn M.; Logan, Jessica A.; Justice, Laura M.; Kaderavek, Joan

2016-01-01

Background: Although classroom quality is an important consideration, few recent research studies have examined the process and structural quality in publicly funded early childhood education (ECE) and inclusive ECE classrooms. This study provides an important contribution to the literature by comparing two conceptualizations of quality in…

Early Childhood Household Smoke Exposure Predicts Less Task-Oriented Classroom Behavior at Age 10.

PubMed

Pagani, Linda S; Fitzpatrick, Caroline

2016-10-01

Secondhand tobacco smoke is considered a developmental neurotoxicant especially given underdeveloped vital systems in young children. An ecological test of its negative influence on brain development can be made by examining the prospective association between early childhood household smoke exposure and later classroom behavior. Using a longitudinal birth cohort, we examined the unique contribution of household tobacco smoke exposure to children's subsequent classroom engagement at age 10. From child ages 1.5 to 7 years, parents of 2,055 participants from the Quebec Longitudinal Study of Child Development reported on household smoking by themselves and other home occupants. At age 10, fourth-grade teachers reported on the child's classroom engagement. In terms of prevalence, 58% of parents reported that their children were never exposed to smoke in the home, while 34% and 8% of children were exposed to transient and continuous household smoke, respectively. Compared with never exposed children, those who were exposed to transient and continuous household smoke scored 13% and 9% of a standard deviation lower on classroom engagement in fourth grade, standardized B = -.128 (95% confidence interval = -.186, -.069) and standardized B = -.093 (95% confidence interval = -.144, -.043), respectively. Compared with their never exposed peers, children exposed to transient and continuous early childhood household smoke showed proportionately less classroom engagement, which reflects task-orientation, following directions, and working well autonomously and with others. This predisposition poses risks for high school dropout, which from a population health perspective is closely linked with at-risk lifestyle habits and unhealthy outcomes. © 2015 Society for Public Health Education.

Guided Reading in Inclusive Middle Years Classrooms

ERIC Educational Resources Information Center

Lyons, Wanda; Thompson, Scott Anthony

2012-01-01

Teachers in inclusive classrooms are challenged to provide reading instruction for students with a wide range of instructional levels. This article reports on the implementation of guided reading in four middle years inclusive classrooms, the impact on student engagement and reading progress, and teacher perspectives on the guided reading…

An Empirical Investigation of the Dimensionality of the Physical Literacy Environment in Early Childhood Classrooms

ERIC Educational Resources Information Center

Dynia, Jaclyn M.; Schachter, Rachel E.; Piasta, Shayne B.; Justice, Laura M.; O'Connell, Ann A.; Yeager Pelatti, Christina

2016-01-01

This study investigated the dimensionality of the physical literacy environment of early childhood education classrooms. Data on the classroom physical literacy environment were collected from 245 classrooms using the Classroom Literacy Observation Profile. A combination of confirmatory and exploratory factor analysis was used to identify five…

An Empirical Investigation of the Dimensionality of the Physical Literacy Environment in Early Childhood Classrooms

ERIC Educational Resources Information Center

Dynia, Jaclyn M.; Schachter, Rachel E.; Piasta, Shayne B.; Justice, Laura M.; O'Connell, Ann A.; Yeager Pelatti, Christina

2018-01-01

This study investigated the dimensionality of the physical literacy environment of early childhood education classrooms. Data on the classroom physical literacy environment were collected from 245 classrooms using the Classroom Literacy Observation Profile. A combination of confirmatory and exploratory factor analysis was used to identify five…

Accelerating Preschoolers' Early Literacy Development through Classroom-Based Teacher-Child Storybook Reading and Explicit Print Referencing

ERIC Educational Resources Information Center

Justice, Laura M.; Kaderavek, Joan N.; Fan, Xitao; Sofka, Amy; Hunt, Aileen

2009-01-01

Purpose: This study examined the impact of teacher use of a print referencing style during classroom-based storybook reading sessions conducted over an academic year. Impacts on preschoolers' early literacy development were examined, focusing specifically on the domain of print knowledge. Method: This randomized, controlled trial examined the…

An Effective Approach to Developing Function-Based Interventions in Early Childhood Classrooms

ERIC Educational Resources Information Center

Wood, Brenna K.; Ferro, Jolenea B.

2014-01-01

Due to the unique features of early childhood classrooms, teachers routinely modify the social and physical environment to support children with mild to moderate challenges. Yet despite their access to behavioral consultants, school-based prekindergarten programs are more likely to expel young children from their classroom settings compared with…

Improving Classroom Acoustics (ICA): A Three-Year FM Sound Field Classroom Amplification Study.

ERIC Educational Resources Information Center

Rosenberg, Gail Gegg; Blake-Rahter, Patricia; Heavner, Judy; Allen, Linda; Redmond, Beatrice Myers; Phillips, Janet; Stigers, Kathy

1999-01-01

The Improving Classroom Acoustics (ICA) special project was designed to determine if students' listening and learning behaviors improved as a result of an acoustical environment enhanced through the use of FM sound field classroom amplification. The 3-year project involved 2,054 students in 94 general education kindergarten, first-, and…

Early Adolescents' Emotional Well-Being in the Classroom: The Role of Personal and Contextual Assets.

PubMed

Oberle, Eva

2018-02-01

The objective was to predict early adolescents' emotional well-being from personal and contextual assets in the classroom. Emotional well-being is a key indicator of health. Aligned with the positive youth development (PYD) framework, a supportive classroom environment and positive relationships with teachers and peers were contextual assets in the present study; positive self-concept was a personal asset. The sample was 406 grade 4 to 7 public elementary school students from diverse backgrounds (mean = 11.27 years; SD = 0.89; 50% female). Data were self-, teacher-, and peer-reported. Structural equation modeling (SEM) analyses were used to evaluate model fit and identify significant pathways. SEM indicated a good model fit. Overall, 68% of variability in early adolescents' emotional well-being was explained. Positive self-concept directly predicted emotional well-being. Supportive classroom environment predicted emotional well-being directly and indirectly through increases in positive social relationships and self-concept. Positive social relationships predicted well-being only indirectly through positive self-concept. Contextual and personal assets are central for early adolescents' emotional well-being. The interrelation among assets needs to be considered when understanding, and ultimately promoting students' emotional well-being. The present findings extend previous research and inform school-based intervention and prevention programming and teacher professional development. © 2018, American School Health Association.

Adequacy of the Regular Early Education Classroom Environment for Students with Visual Impairment

ERIC Educational Resources Information Center

Brown, Cherylee M.; Packer, Tanya L.; Passmore, Anne

2013-01-01

This study describes the classroom environment that students with visual impairment typically experience in regular Australian early education. Adequacy of the classroom environment (teacher training and experience, teacher support, parent involvement, adult involvement, inclusive attitude, individualization of the curriculum, physical…

Exploring the Classroom: Teaching Science in Early Childhood

ERIC Educational Resources Information Center

Dejonckheere, Peter J. N.; de Wit, Nele; van de Keere, Kristof; Vervaet, Stephanie

2016-01-01

This study tested and integrated the effects of an inquiry-based didactic method for preschool science in a real practical classroom setting. Four preschool classrooms participated in the experiment (N = 57) and the children were 4-6 years old. In order to assess children's attention for causal events and their understanding at the level of…

Exploring the Classroom: Teaching Science in Early Childhood

ERIC Educational Resources Information Center

Dejonckheere, Peter J. N.; De Wit, Nele; Van de Keere, Kristof; Vervaet, Stephanie

2016-01-01

This study tested and integrated the effects of an inquiry-based didactic method for preschool science in a real practical classroom setting. Four preschool classrooms participated in the experiment (N= 57) and the children were 4-6 years old. In order to assess children's attention for causal events and their understanding at the level of…

Long-term classroom functioning and its association with neuropsychological and academic performance following traumatic brain injury during early childhood.

PubMed

Treble-Barna, Amery; Schultz, Hanna; Minich, Nori; Taylor, H Gerry; Yeates, Keith Owen; Stancin, Terry; Wade, Shari L

2017-07-01

The present study utilized ecobehavioral assessment to examine classroom functioning several years following early childhood traumatic brain injury (TBI) or orthopedic injury (OI) and its association with injury factors, neuropsychological abilities, and academic performance. Participants included 39 children with moderate to severe TBI and 51 children with OI sustained between ages 3 and 7 years. At 7.2 (± 1.3) years post injury, ecobehavioral assessment was used to examine classroom functioning. Additional outcomes included neuropsychological tests, parent and teacher ratings of dysexecutive behavior, and teacher ratings of academic performance. Groups were compared on measures controlling for demographic characteristics, and associations among outcomes were examined using linear regression. Children with TBI showed lower academic engagement relative to children with OI, as well as more frequent individual teacher attention for children with more severe injuries. For children with TBI, difficulties in classroom functioning were associated with lower cognitive flexibility and higher parent and teacher ratings of dysexecutive behavior. Lower scores on a test of fluid reasoning and a greater frequency of individual teacher attention were also associated with lower academic performance in children with TBI. Difficulties in classroom functioning are evident several years after early childhood TBI and were associated with greater injury severity, neuropsychological weaknesses, and poorer academic performance. Children with impaired cognitive flexibility and fluid reasoning skills were at greatest risk for these difficulties and associated weaknesses in academic performance. Instructional interactions may be a potential target for intervention to promote academic progress in at-risk children. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

Assessing and Predicting Small-Group Literacy Instruction in Early Childhood Classrooms

ERIC Educational Resources Information Center

Farley, Kristin Sue; Piasta, Shayne; Dogucu, Mine; O'Connell, Ann

2017-01-01

Research Findings: The present study assessed the extent to which early childhood educators utilized small-group literacy instruction and explored factors potentially associated with the use of this evidence-based practice. The classroom activities of 83 early childhood educators were observed in the fall and spring, and videos were coded to…

The Early Years: Integrating Design

ERIC Educational Resources Information Center

Ashbrook, Peggy; Nellor, Sue

2015-01-01

Engineering is such a common part of children's work in early childhood programs that teachers can simply look around the room to identify examples where students have engaged in engineering practices. This article presents a classroom activity that integrates engineering design by building on the everyday problems that young children encounter in…

(Re)Affirming Identities: Implementing a Play-Based Approach to Learning in the Early Years of Schooling

ERIC Educational Resources Information Center

Nolan, Andrea; Paatsch, Louise

2018-01-01

Learning through play has traditionally been a central tenet in early childhood education, however, in recent times primary schools have begun to consider the benefits of introducing a play-based approach into early years classrooms to support young children's learning, especially in the areas of language and literacy. This study focuses on the…

Classroom Context and Years of Teaching Experience as Predictors of Misalignment on Ratings of Preschoolers' Classroom Engagement

ERIC Educational Resources Information Center

Phillips, Krishtine; Downer, Jason

2017-01-01

Research Findings: This study investigated the relationship between features of the classroom environment and misalignment between teacher and observer ratings of preschoolers' classroom engagement and the extent to which years of teaching experience moderated this relationship. In a sample of 116 preschoolers and 21 teachers in 29 classrooms,…

Accelerating preschoolers' early literacy development through classroom-based teacher-child storybook reading and explicit print referencing.

PubMed

Justice, Laura M; Kaderavek, Joan N; Fan, Xitao; Sofka, Amy; Hunt, Aileen

2009-01-01

This study examined the impact of teacher use of a print referencing style during classroom-based storybook reading sessions conducted over an academic year. Impacts on preschoolers' early literacy development were examined, focusing specifically on the domain of print knowledge. This randomized, controlled trial examined the effects of a print referencing style on 106 preschool children attending 23 classrooms serving disadvantaged preschoolers. Following random assignment, teachers in 14 classrooms used a print referencing style during 120 large-group storybook reading sessions during a 30-week period. Teachers in 9 comparison classrooms read at the same frequency and with the same storybooks but used their normal style of reading. Children whose teachers used a print referencing style showed larger gains on 3 standardized measures of print knowledge: print concept knowledge, alphabet knowledge, and name writing, with medium-sized effects. The convergence of the present findings with those of previous efficacy studies indicates that print referencing intervention can be used confidently as an approach for facilitating print knowledge in preschool-age children. Speech-language pathologists can serve an important role in supporting preschool educators as they use this evidence-based technique with pupils in their classrooms.

Determining Classroom Placement for First Year English Language Learner Students

ERIC Educational Resources Information Center

Peña, Rodrigo H.; Maxwell, Gerri M.

2015-01-01

This study explores classroom placement for first year English Language Learner (ELL) students from the perspective of a dual language director and two bilingual education strategists. The study strives to interrogate classroom placement for first year ELL students whose language proficiency level is at beginning level. Through a process of coding…

Early Adjustment, Gender Differences, and Classroom Organizational Climate in First Grade

ERIC Educational Resources Information Center

Ponitz, Claire Cameron; Rimm-Kaufman, Sara E.; Brock, Laura L.

2009-01-01

We examined gender differences in the first-grade transition, exploring child and classroom contributions to self-control and achievement in a rural sample. Teachers (n = 36) reported on children's (n = 172) initial adjustment difficulty and end-of-year self-control. Observed classroom organization and teacher-reported classroom chaos measured…

The "Brave" Man in the Early Years (0-8): Defining the "Role Model"

ERIC Educational Resources Information Center

Brownhill, Simon

2015-01-01

The call for more "brave" male early years practitioners and primary classroom teachers remains prevalent as boys' underachievement continues to dominate education agendas. There is a recognised need, backed by government policy and public discourse in England, for more men to work in settings and schools (0-11) and act as "role…

A Better Start: Why Classroom Diversity Matters in Early Education

ERIC Educational Resources Information Center

Reid, Jeanne L.; Kagan, Sharon Lynn

2015-01-01

The field of early childhood education is experiencing unprecedented public investment accompanied by increasing expectations for enhanced child outcomes. To achieve such outcomes, policymakers must consider the socioeconomic and racial/ethnic composition of children's classrooms as an important component of preschool quality. This report presents…

Storytelling Dramas as a Community Building Activity in an Early Childhood Classroom

ERIC Educational Resources Information Center

Wright, Cheryl; Diener, Marissa L.; Kemp, Jacqueline Lindsay

2013-01-01

Healthy social-emotional development is promoted by building a safe, secure and respectful environment in an early childhood setting with positive and consistent relationships among adults, children, and their peers. This study explored storytelling dramas as an opportunity to build community within the context of one early childhood classroom.…

Native Curriculum in Early Childhood Classrooms

ERIC Educational Resources Information Center

Moomaw, Sally; Jones, Guy W.

2005-01-01

Several years ago, an interaction occurred in a classroom at the Arlitt Child and Family Research and Education Center, University of Cincinnati. It startled the teacher into an awareness of the fears, stereotypes, misconceptions, and biases that young children continue to harbor about American Indian people, a half century after her own…

Classroom Teachers' Feelings and Experiences in Teaching Early Reading and Writing: A Phenomenological Study

ERIC Educational Resources Information Center

Bastug, Muhammet

2016-01-01

The current study aimed to reveal classroom teachers' feelings and experiences in teaching early reading and writing. Phenomenological research design was applied in the qualitative research methodology of the study. The participants of the study were 15 classroom teachers working in different cities. The data were collected through…

Typical Didactical Activities in the Greek Early-Years Science Classroom: Do They Promote Science Learning?

ERIC Educational Resources Information Center

Kallery, Maria; Psillos, Dimitris; Tselfes, Vassilis

2009-01-01

This paper presents an epistemological analysis of typical didactical activities noted in early-years science lessons, which was carried out in an attempt to diagnose the extent to which the teaching practices adopted by early-years educators are successful in supporting young children's understanding in science. The analysis of didactical…

The Impact of Including Writing Materials in Early Childhood Classrooms on the Early Literacy Development of Children from Low-Income Families

ERIC Educational Resources Information Center

Clark, Patricia; Kragler, Sherry

2005-01-01

The purpose of this research was to determine the effect of incorporating writing materials in all areas of the preschool classroom on the early literacy development of young children from low-income families. The researchers worked with six teachers in three preschool classrooms to incorporate literacy materials--particularly those materials that…

Embedded Professional Development and Classroom-Based Early Reading Intervention: Early Diagnostic Reading Intervention through Coaching

ERIC Educational Resources Information Center

Amendum, Steven J.

2014-01-01

The purpose of the current mixed-methods study was to investigate a model of professional development and classroom-based early reading intervention implemented by the 1st-grade teaching team in a large urban/suburban school district in the southeastern United States. The intervention provided teachers with ongoing embedded professional…

Fall Activities for the Early Childhood and Special Education Classroom.

ERIC Educational Resources Information Center

Denton, Penny

Designed for teachers of early childhood or special education students, this guide contains instructions and illustrations for classroom activities for the months of September, October, and November. Most of the activities involve art projects and many incorporate teaching in other subject areas such as mathematics, language arts, science, and…

Creativity in the Early Childhood Classroom: Perspectives of Preservice Teachers

ERIC Educational Resources Information Center

Eckhoff, Angela

2011-01-01

This study examined how preservice teachers view the nature and role of creativity in light of the complexities of contemporary early childhood classrooms. A multiple methods approach was utilized and data were collected with the Questionnaire Examining Student Teachers' Beliefs about Creativity (Diakidoy & Kanari, 1999) survey instrument and…

Classroom Connectivity and Algebra 1 Achievement: A Three-Year Longitudinal Study

ERIC Educational Resources Information Center

Irving, Karen E.; Pape, Stephen J.; Owens, Douglas T.; Abrahamson, Louis; Silver, David; Sanalan, Vehbi A.

2016-01-01

Findings from three years of a longitudinal randomized control trial involving a national U.S. sample of Algebra 1 teachers and students are reported. The study examines the effects of a connected classroom technology (CCT) professional development and classroom intervention on student achievement when compared to classroom instruction with…

Playful Structure: A Novel Image of Early Years Pedagogy for Primary School Classrooms

ERIC Educational Resources Information Center

Walsh, Glenda; Sproule, Liz; McGuinness, Carol; Trew, Karen

2011-01-01

Playful structure is a new pedagogic image representing a more balanced and integrated perspective on early years pedagogy, aiming to blend apparent dichotomies and contradictions and to sustain and evolve play-based practice beyond Year 1. Playful structure invites teachers and children to initiate and maintain a degree of playfulness in the…

Listening to the Voices of Education Professionals Involved in Implementing an Oral Language and Early Literacy Program in the Classroom

ERIC Educational Resources Information Center

Lennox, Maria; Garvis, Susanne; Westerveld, Marleen

2017-01-01

This paper explores teachers' and teacher assistants' self-efficacy of delivering PrepSTART, a classroom based, oral language and early literacy program for five-year-old students. In the current study, speech pathologists developed, provided training and monitored program implementation. Teachers and teacher assistants (n = 17) shared their…

Repeating Patterns and Multiplicative Thinking: Analysis of Classroom Interactions with 9-Year-Old Students that Support the Transition from the Known to the Novel

ERIC Educational Resources Information Center

Warren, Elizabeth; Cooper, Tom

2007-01-01

In early years' (primary grade) classrooms in Australia repeated patterns are commonly explored as an early introductory activity to mathematics. Most young students have an extensive knowledge of and exhibit success in copying, continuing, creating and transferring patterns into other media. By contrast, research indicates one of the most…

Classroom Incivilities.

ERIC Educational Resources Information Center

Boice, Bob

1996-01-01

A five-year study of college classroom incivilities (CI) in large survey courses at a large research university found the most problematic to be teachers displaying aloof, distancing mannerisms; teachers discouraging student involvement with fast-paced lectures; student noisiness and indifference; students coming late, leaving early; and students'…

Connecting Emergent Curriculum and Standards in the Early Childhood Classroom: Strengthening Content and Teaching Practice. Early Childhood Education Series

ERIC Educational Resources Information Center

Schwartz, Sydney L.; Copeland, Sherry M.

2010-01-01

The most pressing challenge in early childhood education today is to find a way to meet the standards within a developmentally appropriate approach. In this book, two active early childhood educators provide teachers with resources to bring content alive and document it in every-day, action-based pre-K and Kindergarten classrooms. The book…

The family environment predicts long-term academic achievement and classroom behavior following traumatic brain injury in early childhood.

PubMed

Durber, Chelsea M; Yeates, Keith Owen; Taylor, H Gerry; Walz, Nicolay Chertkoff; Stancin, Terry; Wade, Shari L

2017-07-01

This study examined how the family environment predicts long-term academic and behavioral functioning in school following traumatic brain injury (TBI) in early childhood. Using a concurrent cohort, prospective design, 15 children with severe TBI, 39 with moderate TBI, and 70 with orthopedic injury (OI) who were injured when they were 3-7 years of age were compared on tests of academic achievement and parent and teacher ratings of school performance and behavior on average 6.83 years postinjury. Soon after injury and at the longer term follow-up, families completed measures of parental psychological distress, family functioning, and quality of the home environment. Hierarchical linear regression analyses examined group differences in academic outcomes and their associations with measures of the early and later family environment. The severe TBI group, but not the moderate TBI group, performed worse than did the OI group on all achievement tests, parent ratings of academic performance, and teacher ratings of internalizing problems. Higher quality early and late home environments predicted stronger academic skills and better classroom behavior for children with both TBI and OI. The early family environment more consistently predicted academic achievement, whereas the later family environment more consistently predicted classroom functioning. The quality of the home environment predicted academic outcomes more strongly than did parental psychological distress or family functioning. TBI in early childhood has long-term consequences for academic achievement and school performance and behavior. Higher quality early and later home environments predict better school outcomes for both children with TBI and children with OI. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

Geometry in Early Years: Sowing Seeds for a Mathematical Definition of Squares and Rectangles

ERIC Educational Resources Information Center

Bartolini Bussi, Maria G.; Baccaglini-Frank, Anna

2015-01-01

In early years schooling it is becoming common to propose activities that involve moving along paths, or programming robots to do so. In order to promote continuity towards the introduction of geometry in primary school, we developed a long-term teaching experiment (with 15 sessions) carried out over 4 months in a first grade classroom in northern…

Procedures for Classroom Observations: 1973-1974. Technical Report #19.

ERIC Educational Resources Information Center

Miley, Alan

This report describes classroom observation techniques used to record the behavior of educational specialists (teachers) and students in a kindergarten and a first grade classroom of the Kamehameha Early Education Program (KEEP). Classroom behavior was observed and recorded daily during the 1973-1974 school year. Each student was observed three…

E-Inclusion in Early French Immersion Classrooms: Using Digital Technologies to Support Inclusive Practices that Meet the Needs of All Learners

ERIC Educational Resources Information Center

Pellerin, Martine

2013-01-01

This paper presents a 2-year collaborative action research project that investigated the use of digital technologies to support inclusive practices in Early French Immersion (EFI) classrooms. The findings reveal that the collaborative action research project contributed to empowering teachers in using digital technologies to support the…

Social Network Profiles of Children in Early Elementary School Classrooms

ERIC Educational Resources Information Center

Vu, Jennifer A.; Locke, Jill J.

2014-01-01

This study characterized the social network roles and peer relationship features of early elementary school-age children from kindergarten to 2nd grade. Children were asked to identify who they liked and did not like to play with and peer groups who played together from their classroom. Consistent with the literature, we found similar patterns for…

Developing learning environments which support early algebraic reasoning: a case from a New Zealand primary classroom

NASA Astrophysics Data System (ADS)

Hunter, Jodie

2014-12-01

Current reforms in mathematics education advocate the development of mathematical learning communities in which students have opportunities to engage in mathematical discourse and classroom practices which underlie algebraic reasoning. This article specifically addresses the pedagogical actions teachers take which structure student engagement in dialogical discourse and activity which facilitates early algebraic reasoning. Using videotaped recordings of classroom observations, the teacher and researcher collaboratively examined the classroom practices and modified the participatory practices to develop a learning environment which supported early algebraic reasoning. Facilitating change in the classroom environment was a lengthy process which required consistent and ongoing attention initially to the social norms and then to the socio-mathematical norms. Specific pedagogical actions such as the use of specifically designed tasks, materials and representations and a constant press for justification and generalisation were required to support students to link their numerical understandings to algebraic reasoning.

Addressing Early Learning Standards for All Children within Blended Preschool Classrooms

ERIC Educational Resources Information Center

Grisham-Brown, Jennifer; Pretti-Frontczak, Kristie; Hawkins, Sarah R.; Winchell, Brooke N.

2009-01-01

Preschool teachers working in blended classrooms are faced with identifying which children need intensive instruction as well as being responsible for directly linking individualized learning outcomes with state or federal early learning standards. The series of studies presented were designed to illustrate how teachers working in blended…

Knowledge Development in Early Childhood: Sources of Learning and Classroom Implications

ERIC Educational Resources Information Center

Pinkham, Ashley M., Ed.; Kaefer, Tanya, Ed.; Neuman, Susan B., Ed.

2012-01-01

Synthesizing cutting-edge research from multiple disciplines, this book explores how young children acquire knowledge in the "real world" and describes practical applications for early childhood classrooms. The breadth and depth of a child's knowledge base are important predictors of later literacy development and academic achievement. Leading…

How Homes Influence Schools: Early Parenting Predicts African American Children's Classroom Social-Emotional Functioning

ERIC Educational Resources Information Center

Baker, Claire E.; Rimm-Kaufman, Sara E.

2014-01-01

Data from the Early Childhood Longitudinal Study, Kindergarten Cohort were used to examine the extent to which early parenting predicted African American children's kindergarten social-emotional functioning. Teachers rated children's classroom social-emotional functioning in four areas (i.e., approaches to learning, self-control, interpersonal…

Planning for Universal Design for Learning in the Early Childhood Inclusion Classroom: A Case Study

ERIC Educational Resources Information Center

Stone, Jennifer

2013-01-01

The majority of children with exceptionalities aged 3-5 are being served in general education settings. Teachers working in these inclusion classrooms must have the ability and knowledge to work with all students under their care. The purpose of this study was to determine how teachers in early childhood inclusion classrooms plan to incorporate…

Using Computers in Early Childhood Classrooms: Teachers' Attitudes, Skills and Practices

ERIC Educational Resources Information Center

Chen, Jie-Qi; Chang, Charles

2006-01-01

To better prepare early childhood teachers for computer use, more information about their current skills and classroom practices is needed. Sampling from a large metropolitan public school system in the USA, the study surveyed 297 state pre-kindergarten teachers, gathering information about their attitudes, skills, and instructional methods…

Best Practice Guidelines for Computer Technology in the Montessori Early Childhood Classroom.

ERIC Educational Resources Information Center

Montminy, Peter

1999-01-01

Presents a draft for a principle-centered position statement of a Montessori early childhood program in central Pennsylvania, on the pros and cons of computer use in a Montessori 3-6 classroom. Includes computer software rating form. (Author/KB)

The current practice of using multiple representations in year 4 science classrooms

NASA Astrophysics Data System (ADS)

Chuenmanee, Chanoknat; Thathong, Kongsak

2018-01-01

Multiple representations have been widely used as a reasoning tool for understanding complex scientific concepts. Thus this study attempted to investigate the current practice of using multiple representations on Year 4 science classrooms in terms of modes and levels which appear in curriculum documents, teaching plans, tasks and assessments, teaching practices, and students' behaviors. Indeed, documentary analysis, classroom observation, and interview were used as the data collection methods. First of all, Year 4 science documents were analyzed. Then classroom observation was used as a collecting method to seek what actually happen in the classroom. Finally, in-depth interviews were used to gather more information and obtain meaningful data. The finding reveals that many modes of verbal, visual, and tactile representations within three levels of representations are posed in Year 4 documents. Moreover, according to classroom observations and interviews, there are three main points of applying multiple representations into classrooms. First of all, various modes of representations were used, however, a huge number of them did not come together with the levels. The levels of representations, secondly, macroscopic and cellular levels were introduced into all classrooms while symbolic level was provided only in some classrooms. Finally, the connection of modes and levels pointed out that modes of representations were used without the considerations on the levels of them. So, it seems to be that teaching practice did not meet the aims of curriculum. Therefore, these issues were being considered in order to organize and design the further science lessons.

Creating a Context in the Early Childhood Classroom. Spotlight: Cosmic Education.

ERIC Educational Resources Information Center

Engel, Janet Wolfe

2002-01-01

Describes how to create a context for Cosmic Education, which develops an awareness of the interrelationships between the elements of the cosmos and the individual's place in that continuum, in the early childhood Montessori classroom. Discusses the importance of meeting the child's developmental needs, and preparing the adult teacher spiritually,…

Early Adolescents' Emotional Well-Being in the Classroom: The Role of Personal and Contextual Assets

ERIC Educational Resources Information Center

Oberle, Eva

2018-01-01

Background: The objective was to predict early adolescents' emotional well-being from personal and contextual assets in the classroom. Emotional well-being is a key indicator of health. Aligned with the positive youth development (PYD) framework, a supportive classroom environment and positive relationships with teachers and peers were contextual…

Watching, Creating and Achieving: Creative Technologies as a Conduit for Learning in the Early Years

ERIC Educational Resources Information Center

McDonald, Susan; Howell, Jennifer

2012-01-01

This paper describes the use of robotics in an Early Years classroom as a tool to aid the development of technological skills in a creative environment rich with literacy and numeracy opportunities. The pilot project illustrates how a three-phase process can result in the development of: (1) emergent literacy and numeracy, (2) digital access for…

Creating Mathematicians and Scientists: Disciplinary Literacy in the Early Childhood Classroom

ERIC Educational Resources Information Center

Mongillo, Maria Boeke

2017-01-01

Disciplinary literacy focuses on the specific ways a content area thinks, uses language, and shares information. While much of the literature on disciplinary literacy suggests it is an advanced language strategy to be taught to secondary students, early childhood classrooms may be the ideal environment in which to introduce this type of…

An Examination of Classroom Social Environment on Motivation and Engagement of College Early Entrant Honors Students

ERIC Educational Resources Information Center

Maddox, Richard S.

2010-01-01

This study set out to examine the relationships between the classroom social environment, motivation, engagement and achievement of a group of early entrant Honors students at a large urban university. Prior research on the classroom environment, motivation, engagement and high ability students was examined, leading to the assumption that the…

The Social Networks of Children With and Without Disabilities in Early Childhood Special Education Classrooms.

PubMed

Chen, Jing; Lin, Tzu-Jung; Justice, Laura; Sawyer, Brook

2017-09-01

Interaction with peers is an important contributor to young children's social and cognitive development. Yet, little is known about the nature of social networks within preschool inclusive classrooms. The current study applied a social network analysis to characterize children's peer interactions in inclusive classrooms and their relations with children's disability status. The participants were 485 preschoolers from 64 early childhood special education (ECSE) inclusive classrooms. Results from teachers' report of children's social networks showed that children with disabilities formed smaller play networks compared to their typically developing peers in the classroom, but no evidence indicated that children with disabilities engaged in more conflict networks than their counterparts. Children's play and conflict networks were segregated by children's disability status.

Going on Safari: The Design and Development of an Early Years Literacy iPad Application to Support Letter-Sound Learning

ERIC Educational Resources Information Center

McKenzie, Sophie; Spence, Aaron; Nicholas, Maria

2018-01-01

This paper explores the design, development and evaluation of an early childhood literacy iPad application, focusing on the English Alphabet, called "A to Z Safari" trialled in Australian classrooms. A to Z Safari was designed to assist students in the early years of schooling with learning the alphabet and building on their knowledge of…

"Please Stop Whipping Me": Writing about Race and Racism in an Early Childhood Social Studies Classroom

ERIC Educational Resources Information Center

Husband, Terry

2015-01-01

The purpose of this critical action research study is to examine how critical literacy, when used in the social studies classroom, can open up spaces where children construct, deconstruct, and reconstruct superficial notions of race and racism in an early childhood classroom. A nine lesson unit on African American history was developed and…

Stability and Change in Early Childhood Classroom Interactions during the First Two Hours of a Day

ERIC Educational Resources Information Center

Curby, Timothy W.; Grimm, Kevin J.; Pianta, Robert C.

2010-01-01

Early childhood classrooms support children's learning in a variety of ways. Of critical importance are the interactions teachers have with children. The type and quality of classroom interactions vary and can be grouped into three domains: instructional, organizational, and emotional. The purpose of this study is to examine the extent to which…

How To Raise Children's Early Literacy? The Influence of Family, Teacher, and Classroom in Northeast Brazil.

ERIC Educational Resources Information Center

Fuller, Bruce; Dellagnelo, Lucia; Strath, Annelie; Barretto Bastos, Eni Santana; Holanda Maia, Mauricio; Lopes de Matos, Kelma Socorro; Luiza Portela, Adelia; Lerche Vieira, Sofia

1999-01-01

A study of 140 first- and second-grade classrooms and 1,925 students in the Brazilian states of Bahia and Ceara examined teaching practices and teacher behaviors in the classroom and their effects on students' early literacy achievement, as well as the influences of student, home, teacher, and school characteristics on literacy scores. (SV)

Identifying the Factors that Influence Computer Use in the Early Childhood Classroom

ERIC Educational Resources Information Center

Edwards, Suzy

2005-01-01

Computers have become an increasingly accepted learning tool in the early childhood classroom. Despite initial concerns regarding the effect of computers on children's development, past research has indicated that computer use by young children can support their learning and developmental outcomes (Siraj-Blatchford & Whitebread, 2003; Yelland,…

The Morning Message in Early Childhood Classrooms: Guidelines for Best Practices

ERIC Educational Resources Information Center

Wasik, Barbara A.; Hindman, Annemarie H.

2011-01-01

The Morning Message is a commonly implemented activity in early childhood settings, appearing as a part of the daily schedule in many classrooms. However, there is limited research on what are the most effective ways to use the Morning Message to promote print awareness. The goal of this paper is to present suggested guidelines for implementing…

Classroom Management Affects Literacy Development of Students with Emotional and Behavioral Disorders

ERIC Educational Resources Information Center

Garwood, Justin D.; Vernon-Feagans, Lynne

2017-01-01

Many children with behavior problems perform poorly academically and can disrupt regular classroom instruction. Although good classroom management strategies can benefit children with behavior problems, it is not clear whether these students need consistently good classroom management across the early elementary school years to improve their…

The Impact of Early Classroom Inattention on Phonological Processing and Word-Reading Development.

PubMed

Dittman, Cassandra K

2016-08-01

The present study investigated the longitudinal relationships between inattention, phonological processing and word reading across the first 2 years of formal reading instruction. In all, 136 school entrants were administered measures of letter knowledge, phonological awareness, phonological memory, rapid naming, and word reading at the start and end of their 1st year of school, and the end of their 2nd year, while teachers completed rating scales of inattention. School entry inattentiveness predicted unique variance in word reading at the end of first grade, after controlling for verbal ability, letter knowledge, and phonological processing. End-of-first-grade inattention predicted a small but significant amount of unique variance in second-grade word reading and word-reading efficiency. Inattention, however, was not a reliable predictor of phonological processing in either first or second grade. Early classroom inattentiveness influences learning to read independent of critical developmental precursors of word-reading development. © The Author(s) 2013.

Language matters in demonstrations of understanding in early years mathematics assessment

NASA Astrophysics Data System (ADS)

Mushin, Ilana; Gardner, Rod; Munro, Jennifer M.

2013-09-01

In classrooms tests, students are regularly required to demonstrate their understanding of mathematical concepts. When children encounter problems in demonstrating such understanding, it is often not clear whether this is because of the language of the teachers' questions and instructions or a genuine non-understanding of the concept itself. This paper uses Conversation Analysis to investigate the role that language plays in Year 1 oral maths assessment in an Australian Indigenous community school. This approach allows us to monitor the very subtle communicative gestures, verbal and non-verbal, that contribute to the trajectory of a particular test task. Here we are able to bring to light a range of ways in which language may interfere with demonstrations of understanding of mathematical concepts. These include particular mathematical words (e.g., size, shape, same), as well as problems with what is being asked in an instruction. We argue that while all children must learn new mathematical language in their early years of schooling, the challenge for the students we have recorded may be compounded by the language differences between the Indigenous variety of language they speak in the community, and the Standard Australian English of the classroom and teachers.

Teacher Attunement: Supporting Students' Peer Experiences in the Early Elementary Classroom

ERIC Educational Resources Information Center

Hoffman, Abigail S.

2012-01-01

This multi-method, longitudinal study examines the role of teacher attunement (teacher accuracy in identifying the peer group memberships of individual students) in children's peer experiences in early elementary classrooms (1st-3rd grades). Social cognitive mapping (SCM) procedures assessed and compared students' and teachers'…

Quality of the Literacy Environment in Inclusive Early Childhood Special Education Classrooms

ERIC Educational Resources Information Center

Guo, Ying; Sawyer, Brook E.; Justice, Laura M.; Kaderavek, Joan N.

2013-01-01

The purpose of this study was to examine the quality of the literacy environment in inclusive early childhood special education (ECSE) classrooms ("N" = 54). The first aim was to describe the quality of the literacy environment in terms of structure (i.e., book materials and print/writing materials) and instruction (i.e., instructional…

Early-Adolescents' Reading Comprehension and the Stability of the Middle School Classroom-Language Environment

ERIC Educational Resources Information Center

Gámez, Perla B.; Lesaux, Nonie K.

2015-01-01

This study examined teachers' language use across the school year in 6th grade urban middle-school classrooms (n = 24) and investigated the influence of this classroom-based linguistic input on the reading comprehension skills of the students (n = 851; 599 language minority learners and 252 English-only) in the participating classrooms. Analysis…

Returning Fourth-Year Students to the Classroom/Laboratory.

ERIC Educational Resources Information Center

Markert, Ronald J.; Ogilvie, Charles D.

1980-01-01

The Eighth Semester Program of the Texas College of Osteopathic Medicine reintroduces classroom-laboratory activities into the medical students' clinical years in an attempt to "round out" students' education. Topics include development of a medical practice, government and the physician, counseling skills, and nutrition inpatient care.…

Being Admired or Being Liked: Classroom Social Status and Depressive Problems in Early Adolescent Girls and Boys

ERIC Educational Resources Information Center

Oldehinkel, Albertine J.; Rosmalen, Judith G. M.; Veenstra, Rene; Dijkstra, Jan Kornelis; Ormel, Johan

2007-01-01

This study investigates associations between depressive problems and classroom social status in a large population cohort of Dutch early adolescents (N = 1046, age 13.52 plus or minus 0.51, 52.4% girls). Depressive problems were assessed by parent and self-reports and classroom status by peer nominations. We assessed peer status with respect to…

The Influence of Group Training in the Incredible Years Teacher Classroom Management Program on Preschool Teachers' Classroom Management Strategies

ERIC Educational Resources Information Center

Carlson, John S.; Tiret, Holly B.; Bender, Stacy L.; Benson, Laurie

2011-01-01

This study examined changes in preschool teachers' perceptions of classroom management strategies following group training in the recently revised Incredible Years Teacher Classroom Management Program (C. Webster-Stratton, 2006). The authors used a pre/post follow-up design across 2 groups that each met for 8 sessions over an 8-10-week period for…

Here's What We Have to Say! Podcasting in the Early Childhood Classroom

ERIC Educational Resources Information Center

Berson, Ilene R.

2009-01-01

A podcast is an audio file published to the Internet for playback on mobile devices and personal computers; the meaning of the term has expanded to include video files, or "enhanced podcasts" as well. Many students are already engaged with digital technologies when they first step into early childhood classrooms. Children as young as…

Ways of Knowing: Implications of Writing Curriculum in an Early Childhood Classroom

ERIC Educational Resources Information Center

Furman, Cara Elizabeth

2017-01-01

Early childhood writing curriculums typically focus on skills and encouraging interest. What children are asked to write is rarely closely examined. Through a self-study of my first and second grade classroom, in this paper I look at the implications of genre when teaching young children. I first identify some of the problems of a popular personal…

Translating Theoretical Principles to Classroom Practice

ERIC Educational Resources Information Center

Robbins, Sheri

2017-01-01

This study followed two teacher candidates from the Communities as Resources in Early Childhood Teacher Education (CREATE) project into their first year classrooms to determine whether they were able to translate the theoretical principles from their teacher preparation program into practice during their first year of teaching. It also examined…

Race/Ethnicity and Early Mathematics Skills: Relations between Home, Classroom, and Mathematics Achievement

ERIC Educational Resources Information Center

Sonnenschein, Susan; Galindo, Claudia

2015-01-01

This study used Early Childhood Longitudinal Study-Kindergarten Cohort data to examine influences of the home and classroom learning environments on kindergarten mathematics achievement of Black, Latino, and White children. Regardless of race/ethnicity, children who started kindergarten proficient in mathematics earned spring scores about 7-8…

"You Get What You Get"? Learner Agency in the Early Childhood Music Classroom

ERIC Educational Resources Information Center

Koops, Lisa Huisman

2017-01-01

In this article, I suggest that providing opportunities for agency (student choice or control) in the early childhood classroom could enhance student learning. One important way that young children demonstrate agency is through expressing color preference. I encourage teachers to look for opportunities to give children choices and control in the…

Multigrade Kindergarten Classrooms and Children's Academic Achievement, Executive Function, and Socioemotional Development

ERIC Educational Resources Information Center

Ansari, Arya

2017-01-01

Using data from the Early Childhood Longitudinal Study Kindergarten Class of 2010-2011 (n = 11,000), this study examined the developmental outcomes of 5-year-old children in multigrade classrooms (combined prekindergarten and kindergarten classrooms serving 3-, 4-, and 5-year-olds) compared with those of 5-year-olds attending kindergarten-only…

Promoting School Success: Developing Social Skills and Early Literacy in Head Start Classrooms

ERIC Educational Resources Information Center

Gunn, Barbara; Feil, Ed; Seeley, John; Severson, Herb; Walker, Hill M.

2006-01-01

This article reports the results of a pilot intervention to improve the social skills and literacy preparation of behaviorally at-risk Head Start children. Teachers in eight Head Start classrooms in two Oregon communities participated during the 2002-03 school year. Children in eight classrooms were screened and identified for participation using…

Sustaining Change in Every Classroom

ERIC Educational Resources Information Center

Heidemann, Sandra; Chang, Claire; Hewitt, Deb; Menninga, Beth

2007-01-01

Words Work! and Community Action Head Start have been working together for seven years to provide training, consultation, mentoring, and resources to teachers in pilot classrooms as they learned to implement effective early literacy strategies. In its work with teachers, Words Work! developed a culture "where ongoing assessment, reflective…

Vygotsky Meets Technology: A Reinvention of Collaboration in the Early Childhood Mathematics Classroom

ERIC Educational Resources Information Center

Cicconi, Megan

2014-01-01

With the advent of Web 2.0, Vygotsky's traditional role of the more knowledgeable other (MKO) has been transformed. This transformation shifts the power of a facilitator of learning from an elite group of MKOs to all students. Such a transformation possesses significant value in the early childhood mathematics classroom where collaboration is…

"What a Girl Wants, What a Girl Needs:" Responding to Sex, Gender, and Sexuality in the Early Childhood Classroom

ERIC Educational Resources Information Center

Blaise, Mindy

2009-01-01

This paper is based on data generated from a qualitative study of gender and sexuality in a kindergarten classroom. Post-developmental perspectives of sex, gender, and sexuality are used to show how young children are constructing gender and heterosexual discourses in the early childhood classroom. Drawing from feminist post-structuralism and…

The Crucible of Classroom Practice: Alchemy and Early Professional Learning in Secondary English Teaching

ERIC Educational Resources Information Center

Gannon, Susanne

2012-01-01

This paper explores the metaphor of the classroom as a "crucible" for early professional learning where beginning teachers forge professional identities in complex, unpredictable, paradoxical, affectively and physically potent contexts of practice. It works into the dissonances and contradictions of the micro-narratives embedded in the…

Early Childhood Household Smoke Exposure Predicts Less Task-Oriented Classroom Behavior at Age 10

ERIC Educational Resources Information Center

Pagani, Linda S.; Fitzpatrick, Caroline

2016-01-01

Secondhand tobacco smoke is considered a developmental neurotoxicant especially given underdeveloped vital systems in young children. An ecological test of its negative influence on brain development can be made by examining the prospective association between early childhood household smoke exposure and later classroom behavior. Using a…

On Flipping the Classroom in Large First Year Calculus Courses

ERIC Educational Resources Information Center

Jungic, Veselin; Kaur, Harpreet; Mulholland, Jamie; Xin, Cindy

2015-01-01

Over the course of two years, 2012-2014, we have implemented a "flipping" the classroom approach in three of our large enrolment first year calculus courses: differential and integral calculus for scientists and engineers. In this article we describe the details of our particular approach and share with the reader some experiences of…

How Talk Becomes Text: Investigating the Concept of Oral Rehearsal in Early Years' Classrooms

ERIC Educational Resources Information Center

Myhill, Debra; Jones, Susan

2009-01-01

The principle that emergent writing is supported by talk, and that an appropriate pedagogy for writing should include planned opportunities for talk is well researched and well understood. However, the process by which talk becomes text is less clear. The term "oral rehearsal" is now commonplace in English classrooms and curriculum policy…

Live Webcam Coaching to Help Early Elementary Classroom Teachers Provide Effective Literacy Instruction for Struggling Readers: The Targeted Reading Intervention

ERIC Educational Resources Information Center

Vernon-Feagans, Lynne; Kainz, Kirsten; Hedrick, Amy; Ginsberg, Marnie; Amendum, Steve

2013-01-01

This study evaluated whether the Targeted Reading Intervention (TRI), a classroom teacher professional development program delivered through webcam technology literacy coaching, could provide rural classroom teachers with the instructional skills to help struggling readers progress rapidly in early reading. Fifteen rural schools were randomly…

Defining Elements in the Planning of Early Childhood [Classrooms] as Parameters in the Development and Education of the Child.

ERIC Educational Resources Information Center

Bika, Anastasia

Noting that the design of the classroom used for early childhood and kindergarten classes can contribute in powerful ways to the education of young children, this paper applies principles of architecture to the organization and shaping of the interior classroom space. The paper maintains that five principles, when applied, create a climate of…

Transitional Practice: Teachers and Children In-between Classrooms in One Early Childhood Centre

ERIC Educational Resources Information Center

Fincham, Emmanuelle N.; Fellner, Amanda R.

2016-01-01

Transitions from one classroom to the next as children reach a certain age or achieve certain milestones seem inevitable; however, this taken-for-granted practice in early childhood centers has not been looked at closely in research. This article considers what happens when we look more in depth at these day-to-day experiences of teachers and…

Classroom Age Composition and the School Readiness of 3- and 4-Year-Olds in the Head Start Program

PubMed Central

Ansari, Arya; Purtell, Kelly; Gershoff, Elizabeth

2015-01-01

The federal Head Start program, designed to improve the school readiness of children from low-income families, often serves 3- and 4-year-old children in the same classrooms. Given the developmental differences between 3 and 4 year olds, it is unknown if educating them together in the same classrooms benefits one, both, or neither. Using data from the Family and Child Experiences Survey 2009 cohort, this study leveraged a peer effects framework to examine the associations between mixed-age classrooms and the school readiness of a nationally representative sample of newly enrolled 3- (n= 1,644) and 4-year-old (n= 1,185) Head Start children. Results revealed that 4-year-old children displayed fewer gains in academic skills during the preschool year when they were enrolled in classrooms with a greater number of 3 year olds; effect sizes corresponded to four-to-five months of academic development. In contrast, classroom age composition was not consistently associated with 3-year-old's school readiness. PMID:26566635

Coaching Teachers to Support Child Communication across Daily Routines in Early Head Start Classrooms

ERIC Educational Resources Information Center

Friedman, Mollie; Woods, Juliann

2015-01-01

This study investigates the use of a situated coaching protocol in Early Head Start (EHS) classrooms to increase teachers' use of communication facilitation strategies with children identified with delays during typical play and caregiving routines. A single-case, multiple baseline design across 3 EHS teachers and children with communication…

Early-Years Teachers' Professional Upgrading in Science: a Long-Term Programme

NASA Astrophysics Data System (ADS)

Kallery, Maria

2017-04-01

In this paper, we present a professional development/upgrading programme in science for early-years teachers and investigate its impact on the teachers' competencies in relation to their knowledge and teaching of science. The basic idea of the programme was to motivate the teachers by making them members of an action research group aimed at developing and implementing curriculum activities to which they would contribute and thus meaningfully engaging them in their own learning. The programme used a `collaborative partnership' model for the development of the activities. In this model, the collaborative notion is defined as an act of `shared creation': partners share a goal and members bring their expertise to the partnership. Within this context, the partners were a researcher in science education with a background in physics, who also served as a facilitator, and six in-service early-years teachers with a background in early-years pedagogy and developmental sciences, who had many years of experience (classroom experts). These teachers participated in the programme as co-designers, but were involved to a significantly lesser degree than the researcher. The programme procedures comprised group work and individual teachers' class work. Data sources included teachers' essays, field-notes, lesson recordings and group-work records. Data were qualitatively analysed. The main results indicate improvement of teachers' `transformed' knowledge of the subject matter, development/improvement of knowledge of instructional strategies, including factors related to quality of implementation of the activities, knowledge of the pupils and improvement of the teachers' efficacy.

Multi-Grade Kindergarten Classrooms and Children's Academic Achievement, Executive Function, and Socio-Emotional Development

ERIC Educational Resources Information Center

Ansari, Arya

2017-01-01

Using data from the Early Childhood Longitudinal Study Kindergarten Class of 2010-2011 (ECLS-K: 2011; n = 11,000), this study examined the developmental outcomes of 5-year-old children in multi-grade classrooms (combined pre-kindergarten and kindergarten classrooms serving 3-, 4-, and 5-year-olds) compared with 5-year-olds attending…

On flipping the classroom in large first year calculus courses

NASA Astrophysics Data System (ADS)

Jungić, Veselin; Kaur, Harpreet; Mulholland, Jamie; Xin, Cindy

2015-05-01

Over the course of two years, 2012--2014, we have implemented a 'flipping' the classroom approach in three of our large enrolment first year calculus courses: differential and integral calculus for scientists and engineers. In this article we describe the details of our particular approach and share with the reader some experiences of both instructors and students.

Assessing Quality of Kindergarten Classrooms in Singapore: Psychometric Properties of the Early Childhood Environment Rating Scale-Revised

ERIC Educational Resources Information Center

Bull, Rebecca; Yao, Shih-Ying; Ng, Ee Lynn

2017-01-01

The early childhood sector in Singapore has witnessed vast changes in the past two decades. One of the key policy aims is to improve classroom quality. To ensure a rigorous evaluation of the quality of early childhood environments in Singapore, it is important to determine whether commonly used assessments of quality are valid indicators across…

Use of the Outdoor Classroom and Nature-Study to Support Science and Literacy Learning: A Narrative Case Study of a Third-Grade Classroom

NASA Astrophysics Data System (ADS)

Eick, Charles J.

2012-11-01

A case study of an exemplary third grade teacher's use of the outdoor classroom for meeting both state science and language arts standards is described. Data from the researcher's field journal, teacher lesson plans, and teacher interviews document how this teacher used nature-study to bridge outdoor classroom experiences with the state science and language arts curriculum. This teacher's early life experiences supported her strong interest in science and nature in the outdoors and experiencing it with her children. Children interacted with the outdoor classroom throughout the day as a context for science and literacy learning. All but one child successfully met Annual Yearly Progress (AYP) goals in reading at the end of the school year.

English Vocabulary Instruction in Six Early Childhood Classrooms in Hong Kong

ERIC Educational Resources Information Center

Lau, Carrie; Rao, Nirmala

2013-01-01

Vocabulary instruction during English language learning was observed for one week in six classrooms (three K2 classes for four-year olds and three K3 classes for five-year olds) from three kindergartens in two districts of Hong Kong. From 23 sessions of observations and 535 minutes of data, field notes were coded to identify instances of…

T V Classroom. Report of 1968-1969 School Year.

ERIC Educational Resources Information Center

San Diego Unified School District, CA.

The activities of TV Classroom, one of the largest programs designed to educate adults at the high school level through television, in the 1968-1969 school year are reported. In addition, the history of the program since its inception in 1952 is given, together with an historical chart. Course requirements, publicity, registrations, expenses, and…

Teaching Visual Rhetoric in the First-Year Composition Classroom

ERIC Educational Resources Information Center

Welch, Kristen; Lee, Nicholas; Shuman, Dustin

2010-01-01

An emphasis on visual rhetoric can be incorporated into a variety of classrooms. This article illustrates teaching visual rhetoric to first-year composition students via interpretation and analysis through a trip to a local art museum for the first essay assignment and through an exploration of photography for the second essay assignment. In the…

Classroom Management for Early Childhood Music Settings

ERIC Educational Resources Information Center

Koops, Lisa Huisman

2018-01-01

Classroom management is a common concern for preservice teachers and can be a key to success for in-service teachers. In this article, I discuss six strategies for classroom management: design and lead engaging music activities, employ music-rich transitions, balance familiarity and novelty, plan for success, communicate clear expectations, and…

Bilingual Education Students Reflect on Their Language Education: Reinventing a Classroom 10 Years Later

ERIC Educational Resources Information Center

Whitmore, Kathryn F.; Crowell, Caryl G.

2005-01-01

Ten years ago, an ethnographic study in a bilingual whole-language third-grade classroom identified conditions that defined the classroom as a learning community: a high level of intellectual expectation, symmetric power and trust relationships, authenticity, and additive bilingualism and biliteracy. The students' insights strengthened the…

Relations between Behavior Problems in Classroom Social and Learning Situations and Peer Social Competence in Head Start and Kindergarten

ERIC Educational Resources Information Center

Bulotsky-Shearer, Rebecca J.; Dominguez, Ximena; Bell, Elizabeth R.; Rouse, Heather L.; Fantuzzo, John W.

2010-01-01

The relations between early emotional and behavioral problems in classroom situations and peer social competence were examined for a representative sample of urban Head Start children. Behavior problems were assessed within the context of routine peer, teacher, and structured learning classroom situations early in the preschool year. Two path…

The Importance of Free Play in the Early Childhood Classroom: Perspectives from a Teacher

ERIC Educational Resources Information Center

Engel, Maria

2015-01-01

Teaching is hard. It's the most rewarding, fulfilling job in the world, but it's also frustrating, infuriating, and really, really hard. In this article, the author reflects on the importance of free play in early childhood classrooms. If teachers want to create happy children who love learning, forcing them to sit at desks or tables through early…

Classroom Writing Environments and Children's Early Writing Skills: An Observational Study in Head Start Classrooms

ERIC Educational Resources Information Center

Zhang, Chenyi; Hur, Jinhee; Diamond, Karen E.; Powell, Douglas

2015-01-01

This study examined the classroom writing environment in 31 Head Start classrooms, and explored the relations between the writing environment, children's (N = 262) name-writing, and children's letter knowledge using pathway analysis. Our analyses showed that Head Start classrooms provided opportunities (i.e., writing materials and teachers'…

Findings from a Pre-Kindergarten Classroom: Making the Case for STEM in Early Childhood Education

ERIC Educational Resources Information Center

Tippett, Christine D.; Milford, Todd M.

2017-01-01

Science, technology, engineering, and mathematics (STEM) in early childhood education is an area currently given little attention in the literature, which is unfortunate since young children are natural scientists and engineers. Here, we outline our mixed-methods design-based research investigation of a pre-kindergarten (Pre-K) classroom where two…

Reflections on a Flipped Classroom in First Year Higher Education

ERIC Educational Resources Information Center

McCarthy, Josh

2016-01-01

This paper explores the efficacy of a flipped classroom model for teaching first year students three-dimensional (3D) animation, and analyses the advantages and disadvantages when compared to traditional teaching mechanisms. In 2015, within the course "Introduction to CGI" at the University of South Australia, two different tutorial…

"PAY ATTENTION!": How Teachers and Students Construct Attentiveness in First Grade Classrooms

ERIC Educational Resources Information Center

Milman, Noriko Sabene

2009-01-01

Research indicates that early school success influences eventual life chances and that attentiveness in the classroom contributes to early school success. Using ethnographic fieldnotes, interviews, short surveys, and video footage collected over three school years, I investigate how teachers and young students experience "attentiveness" during…

Assessing L2 Competency in Early Immersion Classrooms.

ERIC Educational Resources Information Center

Weber, Sandra; Tardif, Claudette

1991-01-01

Reports on a study that explored the use of puppets and classroom-based interview protocols as a practical way for teachers and researchers to get feedback on young students' learning in second-language classrooms. (21 references) (GLR)

An automated approach to measuring child movement and location in the early childhood classroom.

PubMed

Irvin, Dwight W; Crutchfield, Stephen A; Greenwood, Charles R; Kearns, William D; Buzhardt, Jay

2018-06-01

Children's movement is an important issue in child development and outcome in early childhood research, intervention, and practice. Digital sensor technologies offer improvements in naturalistic movement measurement and analysis. We conducted validity and feasibility testing of a real-time, indoor mapping and location system (Ubisense, Inc.) within a preschool classroom. Real-time indoor mapping has several implications with respect to efficiently and conveniently: (a) determining the activity areas where children are spending the most and least time per day (e.g., music); and (b) mapping a focal child's atypical real-time movements (e.g., lapping behavior). We calibrated the accuracy of Ubisense point-by-point location estimates (i.e., X and Y coordinates) against laser rangefinder measurements using several stationary points and atypical movement patterns as reference standards. Our results indicate that activity areas occupied and atypical movement patterns could be plotted with an accuracy of 30.48 cm (1 ft) using a Ubisense transponder tag attached to the participating child's shirt. The accuracy parallels findings of other researchers employing Ubisense to study atypical movement patterns in individuals at risk for dementia in an assisted living facility. The feasibility of Ubisense was tested in an approximately 90-min assessment of two children, one typically developing and one with Down syndrome, during natural classroom activities, and the results proved positive. Implications for employing Ubisense in early childhood classrooms as a data-based decision-making tool to support children's development and its potential integration with other wearable sensor technologies are discussed.

Quality of Classroom Interactions in Kindergarten and Executive Functions among Five Year-Old Children

ERIC Educational Resources Information Center

Duval, Stéphanie; Bouchard, Caroline; Pagé, Pierre; Hamel, Christine

2016-01-01

The goal of this study was to examine the relationship between the quality of classroom interactions in kindergarten and executive functions (EFs) among 5-year-old children. The sample consisted of 118 children, with a mean age of 73.34 months (SD = 4.22), from 12 kindergarten classes. The quality of classroom interactions was measured using the…

Promoting "Quality" Feedback: First-Year Teachers' Self-Reports on Their Development as Classroom Managers

ERIC Educational Resources Information Center

Kwok, Andrew

2018-01-01

Through a program wide survey (n = 87) and qualitative data of five case participants, this mixed methods study explores how teachers develop as urban classroom managers throughout their first year. Results indicate teachers learned from programmatic training and personnel, school personnel, and classroom experience. Specifically, personnel who…

Racism in the Classroom: Case Studies.

ERIC Educational Resources Information Center

Duhon, Gwendolyn M.

This book presents 20 cases that address racism in one form or another. Many of the cases are from actual experience. They are intended to bring out actual or possible solutions so that student teachers, novice teachers, and seasoned teachers can find ideas for solving racist problems in their classrooms. The first part focuses on the early years,…

Factors Affecting Variance in Classroom Assessment Scoring System Scores: Season, Context, and Classroom Composition

ERIC Educational Resources Information Center

Buell, Martha; Han, Myae; Vukelich, Carol

2017-01-01

Early care and education programme quality is usually assessed at the classroom level. One such measure of classroom quality is the classroom assessment scoring system (CLASS). In an effort to ensure higher quality programming, the CLASS is being used to direct teacher professional development. However, there has been relatively little research on…

The Influence of Early Malnutrition on Subsequent Behavioral Development. II: Classroom Behavior.

ERIC Educational Resources Information Center

Galler, Janina R.; And Others

The classroom behaviors of 129 Barbadian children (77 boys and 52 girls) ages 5 to 11 years, who had suffered from moderate to severe protein-energy malnutrition in the first year of life were compared with children with no history of malnutrition. Data were gathered from questionnaires administered to teachers who were unaware of the children's…

The Incredible Years Teacher Classroom Management Program: Using Coaching to Support Generalization to Real-World Classroom Settings

ERIC Educational Resources Information Center

Reinke, Wendy M.; Stormont, Melissa; Webster-Stratton, Carolyn; Newcomer, Lori L.; Herman, Keith C.

2012-01-01

This article focuses on the Incredible Years Teacher Classroom Management Training (IY TCM) intervention as an example of an evidence-based program that embeds coaching within its design. First, the core features of the IY TCM program are described. Second, the IY TCM coaching model and processes utilized to facilitate high fidelity of…

Moving beyond Colorblindness in Early Childhood Classrooms

ERIC Educational Resources Information Center

Boutte, Gloria Swindler; Lopez-Robertson, Julia; Powers-Costello, Elizabeth

2011-01-01

Countering the position that colorblindness is desirable for teachers and children, this article encourages early childhood education teachers to engage in conversations about race and racism with young children. We discuss why the early childhood years are important for interrupting racism and make suggestions for helping children develop tools…

Leveraging Current Initiatives to Bring Earth and Space Science into Elementary and Early Childhood Classrooms: NGSS in the Context of the Classroom Technology Push

NASA Astrophysics Data System (ADS)

Pacheco-Guffrey, H. A.

2016-12-01

Classroom teachers face many challenges today such as new standards, the moving targets of high stakes tests and teacher evaluations, inconsistent/insufficient access to resources and evolving education policies. Science education in the K-5 context is even more complex. NGSS can be intimidating, especially to K-5 educators with little science background. High stakes science tests are slow to catch up with newly drafted state level science standards, leaving teachers unsure about what to change and when to implement updated standards. Amid all this change, many schools are also piloting new technology programs. Though exciting, tech initiatives can also be overwhelming to teachers who are already overburdened. A practical way to support teachers in science while remaining mindful of these stressors is to design and share resources that leverage other K-5 school initiatives. This is often done by integrating writing or math into science learning to meet Common Core requirements. This presentation will suggest a method for bringing Earth and space science learning into elementary / early childhood classrooms by utilizing the current push for tablet technology. The goal is to make science integration reasonable by linking it to technology programs that are in their early stages. The roles and uses of K-5 Earth and space science apps will be examined in this presentation. These apps will be linked to NGSS standards as well as to the science and engineering practices. To complement the app resources, two support frameworks will also be shared. They are designed to help educators consider new technologies in the context of their own classrooms and lessons. The SAMR Model (Puentadura, 2012) is a conceptual framework that helps teachers think critically about the means and purposes of integrating technology into existing lessons. A practical framework created by the author will also be shared. It is designed to help teachers identify and address the important logistical

Exploring the Classroom Practices That May Enable a Compassionate Approach to Financial Literacy Education

ERIC Educational Resources Information Center

Blue, Levon Ellen; O'Brien, Mia; Makar, Katie

2018-01-01

From an early age, children are faced with financial dilemmas and are expected to make effective financial decisions about money. In this paper, we explore the classroom practices that may enable a compassionate approach to financial literacy education. We observed an inquiry-based mathematics lesson in a Year 4 primary school classroom. The…

The Influence of Classroom Aggression and Classroom Climate on Aggressive-Disruptive Behavior

PubMed Central

Thomas, Duane E.; Bierman, Karen L.; Powers, CJ

2011-01-01

Research suggests that early classroom experiences influence the socialization of aggression. Tracking changes in the aggressive behavior of 4179 children from kindergarten to second-grade (ages 5–8) this study examined the impact of two important features of the classroom context–aggregate peer aggression and climates characterized by supportive teacher-student interactions. The aggregate aggression scores of children assigned to first-grade classrooms predicted the level of classroom aggression (assessed by teacher ratings) and quality of classroom climate (assessed by observers) that emerged by the end of grade 1. HLM analyses revealed that first-grade classroom aggression and quality of classroom climate made independent contributions to changes in student aggression, as students moved from kindergarten to second grade. Implications for policy and practice are discussed. PMID:21434887

Efficacy Trial of the Second Step Early Learning (SSEL) Curriculum: Preliminary Outcomes

ERIC Educational Resources Information Center

Upshur, Carole C.; Heyman, Miriam; Wenz-Gross, Melodie

2017-01-01

A classroom randomized trial (n = 31 classrooms) was conducted using the Second Step Early Learning (SSEL) curriculum compared to usual curricula. Head Start and community preschool classrooms enrolling low income children were randomly assigned to deliver SSEL (n = 16) or usual curricula (n = 15). Data are reported for four year olds…

The Development of the Classroom Social Climate during the First Months of the School Year

ERIC Educational Resources Information Center

Mainhard, M. Tim; Brekelmans, Mieke; den Brok, Perry; Wubbels, Theo

2011-01-01

In this study the mean stability of classroom social climates during the first months of the school year and the deviation of individual classrooms (N = 48) and students (N = 1208) from this general trend were investigated by taping students' interpersonal perceptions of their teachers. Multilevel growth modeling was used to identify the average…

Literacy Lessons in One Language Arts Sixth-Grade Classroom: The Year of the Guinea Pigs

ERIC Educational Resources Information Center

Radcliffe, Barbara J.

2015-01-01

All classrooms are active social systems; the middle school classroom involves complex interactions between and among peers as well as between students and teachers. In the elementary years, attention is often given to nurturing students and fostering relationships, yet when young adolescents transition to the middle school, a focus on control and…

Full Day Early Learning Kindergarten Program Team: Perspectives from the Principal

ERIC Educational Resources Information Center

Shahbazi, Sara; Salinitri, Geri

2016-01-01

The Full Day Early Learning Kindergarten (FDK) Program has expanded the role of the principal and has altered the teaching dynamics of the classroom with the introduction of an early years team. The early years team consists of a certified teacher with the Ontario College of Teachers and a registered early childhood educator from the College of…

Patterns of Classroom Quality in Head Start and Center-Based Early Childhood Education Programs. REL 2017-199

ERIC Educational Resources Information Center

Irwin, Clare W.; Madura, John P.; Bamat, David; McDermott, Paul A.

2016-01-01

Measuring classroom quality and ensuring high-quality learning experiences for young children are interests of the Early Childhood Education Research Alliance, a research alliance of Regional Educational Laboratory Northeast & Islands. This study, conducted in collaboration with the alliance, addresses these interests by examining multiple…

It's Never Too Early: Why Economics Education in the Elementary Classroom

ERIC Educational Resources Information Center

Meszaros, Bonnie T.; Evans, Stella

2010-01-01

There never seems to be enough time to teach everything that administrators, policy advocates, parents, legislators, and the general public think should be addressed in the elementary classroom. Each year, elementary teachers are asked to add more and more to their already crowded curriculum. Add to this the pressures of state standards and making…

The influence of classroom aggression and classroom climate on aggressive-disruptive behavior.

PubMed

Thomas, Duane E; Bierman, Karen L; Powers, C J

2011-01-01

Research suggests that early classroom experiences influence the socialization of aggression. Tracking changes in the aggressive behavior of 4,179 children from kindergarten to second-grade (ages 5-8), this study examined the impact of 2 important features of the classroom context--aggregate peer aggression and climates characterized by supportive teacher-student interactions. The aggregate aggression scores of children assigned to first-grade classrooms predicted the level of classroom aggression (assessed by teacher ratings) and quality of classroom climate (assessed by observers) that emerged by the end of Grade 1. Hierarchical linear model analyses revealed that first-grade classroom aggression and quality of classroom climate made independent contributions to changes in student aggression, as students moved from kindergarten to second grade. Implications for policy and practice are discussed. © 2011 The Authors. Child Development © 2011 Society for Research in Child Development, Inc.

Fostering and Sustaining Diverse Literacy Practices in the Early Childhood Classroom: Reviewing the Literature in Three Areas

ERIC Educational Resources Information Center

Machado, Emily

2017-01-01

In this article, I synthesize extant research that documents how teachers foster and sustain children's diverse literacy practices within the early childhood classroom. Framing this review with Bakhtin's heteroglossia, I draw on theoretical and empirical scholarship in the fields of biliteracy, translanguaging, and culturally sustaining pedagogy.…

The Effect of Early Classroom Teaching Experience Upon the Attitudes and Performance of Science Teacher Candidates.

ERIC Educational Resources Information Center

Conradson, Diane R.

Reported is a study on effects of early classroom teaching experience upon the attitudes and performance of teacher candidates from a student group primarily composed of science majors or minors. The subjects were paired mainly on their choice of a credential or noncredential program. One of each pair was randomly assigned to the experimental…

A Multi-Instrument Examination of Preschool Classroom Quality and the Relationship between Program, Classroom, and Teacher Characteristics

ERIC Educational Resources Information Center

Denny, Joanna Hope; Hallam, Rena; Homer, Karen

2012-01-01

Research Findings: A statewide study of preschool classroom quality was conducted using 3 distinct classroom observation measures in order to inform a statewide quality rating system. Findings suggested that Tennessee preschool classrooms were approaching "good" quality on the Early Childhood Environment Rating Scale-Revised (ECERS-R)…

A Cross-Cultural Comparison of Positive Behavioral Interventions and Supports in Early Childhood Classrooms in the United States and South Korea

ERIC Educational Resources Information Center

Steed, Elizabeth A.; Noh, Jina; Heo, Kay H.

2014-01-01

This study examined the implementation of critical features associated with positive behavioral interventions and supports (PBIS) in early childhood classrooms in the United States and South Korea. Each country has a distinct approach to providing early education for young children. There is some evidence that preschool teachers' approaches to…

The Impact of Years of Teaching Experience on the Classroom Management Approaches of Elementary School Teachers

ERIC Educational Resources Information Center

Unal, Zafer; Unal, Aslihan

2012-01-01

This study provided a basis for answering the following essential question: Does the years of experience affect teachers' classroom management approaches? Data were collected from 268 primary school teachers. The findings of this study demonstrated that experienced teachers are more likely to prefer to be in control in their classrooms than…

Children's Individual Experiences in Early Care and Education: Relations with Overall Classroom Quality and Children's School Readiness

ERIC Educational Resources Information Center

Jeon, Hyun-Joo; Langill, Carolyn C.; Peterson, Carla A.; Luze, Gayle J.; Carta, Judith J.; Atwater, Jane B.

2010-01-01

This study examined relations among children's individual experiences, global classroom quality, and school readiness. Preschool children from low-income backgrounds (N = 138; M = 62.16 months; SD = 3.93; range = 55-70) were observed in their early care and education settings, and their language and cognitive skills were assessed. Research…

Preschool classroom processes as predictors of children's cognitive self-regulation skills development.

PubMed

Fuhs, Mary Wagner; Farran, Dale C; Nesbitt, Kimberly Turner

2013-12-01

This research focuses on the associations between interactive processes of early childhood classrooms and gains in children's cognitive self-regulation (CSR) across the preschool year. Data from 803 children (45.8% female; M = 54 months; 39.1% Caucasian, 26.3% African American, 24.6% Hispanic, 9.9% Other) were collected at fall and spring of the preschool year, and classroom observations were conducted three times throughout the year. Multilevel models tested associations between classroom behaviors of teachers and students using the Classroom Observation in Preschool and the Teacher Observation in Preschool and gains children made in a CSR composite score (Dimensional Change Card Sort, Peg Tapping, Head Toes Knees Shoulders, Copy Design, and Corsi Blocks) across the preschool year. After controlling for demographic covariates and children's pretest scores, both affective and cognitive classroom processes were associated with gains. More teacher behavior approving, less disapproving, and more positive emotional tone were associated with gains. The proportion of observed time teachers spent delivering instruction as well as the proportion of time children were involved with mathematics and literacy were also related to CSR gains, as was the quality of teacher instruction. Although exploratory, these results highlight the potential for modifications in classroom practices to aid in children's CSR development. PsycINFO Database Record (c) 2013 APA, all rights reserved.

A Closer Look at Teacher-Child Relationships and Classroom Emotional Context in Preschool

ERIC Educational Resources Information Center

Lippard, Christine N.; La Paro, Karen M.; Rouse, Heather L.; Crosby, Danielle A.

2018-01-01

Background: Children's early classroom experiences, particularly their interpersonal interactions with teachers, have implications for their academic achievement and classroom behavior. Teacher-child relationships and classroom interactions are both important aspects of children's early classroom experiences, but they are not typically considered…

Applied Gamification: Reframing Evaluation in Post-Secondary Classrooms

ERIC Educational Resources Information Center

Kulpa, Anastasia

2017-01-01

This piece reports on an early attempt at gamification (reframing post-secondary classrooms drawing on the structure of games). The attempt began in the 2011-2012 academic year and is structured to allow students substantial autonomy in determining which assignments, and how many of them, to complete over the course of the semester. Initial…

Preliminary Effects of the Incredible Years Teacher Training Program on Classroom Management Skills

ERIC Educational Resources Information Center

Murray, Desiree W.; Murr, Natalie; Rabiner, David L.

2012-01-01

The overall purpose of this IES-funded Goal 3 study, now entering its third year, is to evaluate the efficacy of Incredible Years Teacher program (IYT) for improving K-2 students' academic achievement, attention, and social-emotional competence. The authors will also examine the extent to which classroom behavior mediates the relationship between…

Kindergartners' Mental Models of the Day and Night Cycle: Implications for Instructional Practices in Early Childhood Classrooms

ERIC Educational Resources Information Center

Saçkes, Mesut

2015-01-01

This study aims to examine kindergarten children's mental models of the day and night cycle and provide implications for pedagogical practices targeting space science concepts in early childhood classrooms. A total of 46 kindergartners participated in the study, their age ranging from 60 to 75 months, including 22 boys and 24 girls.…

Handbook of Classroom Management: Research, Practice, and Contemporary Issues

ERIC Educational Resources Information Center

Evertson, Carolyn M., Ed.; Weinstein, Carol S., Ed.

2006-01-01

Classroom management is a topic of enduring concern for teachers, administrators, and the public. It consistently ranks as the first or second most serious educational problem in the eyes of the general public, and beginning teachers consistently rank it as their most pressing concern during their early teaching years. Management problems continue…

Early Years Students' Relationships with Mathematics

ERIC Educational Resources Information Center

Takeuchi, Miwa Aoki; Towers, Jo; Plosz, Jennifer

2016-01-01

Early years mathematics experiences have been shown to be a significant predictor for students' school readiness and future mathematics achievement. Previous research also indicates an important connection between emotion and mathematics learning. How do students in early years education in Alberta describe their emotional relationship with…

Implementing and Assessing a Flipped Classroom Model for First-Year Engineering Design

ERIC Educational Resources Information Center

Saterbak, Ann; Volz, Tracy; Wettergreen, Matthew

2016-01-01

Faculty at Rice University are creating instructional resources to support teaching first-year engineering design using a flipped classroom model. This implementation of flipped pedagogy is unusual because content-driven, lecture courses are usually targeted for flipping, not project-based design courses that already incorporate an abundance of…

Do emotional support and classroom organization earlier in the year set the stage for higher quality instruction?

PubMed

Curby, Timothy W; Rimm-Kaufman, Sara E; Abry, Tashia

2013-10-01

Many teachers believe that providing greater emotional and organizational supports in the beginning of the year strengthens their ability to teach effectively as the year progresses. Some interventions, such as the Responsive Classroom (RC) approach, explicitly embed this sequence into professional development efforts. We tested the hypothesis that earlier emotional and organizational supports set the stage for improved instruction later in the year in a sample of third- and fourth-grade teachers enrolled in a randomized controlled trial of the RC approach. Further, we examined the extent to which the model generalized for teachers using varying levels of RC practices as well as whether or not teachers were in the intervention or control groups. Teachers' emotional, organizational, and instructional interactions were observed using the Classroom Assessment Scoring System (Pianta, La Paro, & Hamre, 2008) on five occasions throughout the year. Results indicated a reciprocal relation between emotional and instructional supports. Specifically, higher levels of emotional support earlier in the year predicted higher instructional support later in the year. Also, higher levels of instructional support earlier in the year predicted higher emotional support later in the year. Classroom organization was not found to have longitudinal associations with the other domains across a year. This pattern was robust when controlling for the use of RC practices as well as across intervention and control groups. Further, teachers' use of RC practices predicted higher emotional support and classroom organization throughout the year, suggesting the malleability of this teacher characteristic. Discussion highlights the connection between teachers' emotional and instructional supports and how the use of RC practices improves teachers' emotionally supportive interactions with students. Copyright © 2013 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights

Identifying Common Practice Elements to Improve Social, Emotional, and Behavioral Outcomes of Young Children in Early Childhood Classrooms.

PubMed

McLeod, Bryce D; Sutherland, Kevin S; Martinez, Ruben G; Conroy, Maureen A; Snyder, Patricia A; Southam-Gerow, Michael A

2017-02-01

Educators are increasingly being encouraged to implement evidence-based interventions and practices to address the social, emotional, and behavioral needs of young children who exhibit problem behavior in early childhood settings. Given the nature of social-emotional learning during the early childhood years and the lack of a common set of core evidence-based practices within the early childhood literature, selection of instructional practices that foster positive social, emotional, and behavioral outcomes for children in early childhood settings can be difficult. The purpose of this paper is to report findings from a study designed to identify common practice elements found in comprehensive intervention models (i.e., manualized interventions that include a number of components) or discrete practices (i.e., a specific behavior or action) designed to target social, emotional, and behavioral learning of young children who exhibit problem behavior. We conducted a systematic review of early childhood classroom interventions that had been evaluated in randomized group designs, quasi-experimental designs, and single-case experimental designs. A total of 49 published articles were identified, and an iterative process was used to identify common practice elements. The practice elements were subsequently reviewed by experts in social-emotional and behavioral interventions for young children. Twenty-four practice elements were identified and classified into content (the goal or general principle that guides a practice element) and delivery (the way in which a teacher provides instruction to the child) categories. We discuss implications that the identification of these practice elements found in the early childhood literature has for efforts to implement models and practices.

Early Adopters: Playing New Literacies and Pretending New Technologies in Print-Centric Classrooms

ERIC Educational Resources Information Center

Wohlwend, Karen E.

2009-01-01

In this article, semiotic analysis of children's practices and designs with video game conventions considers how children use play and drawing as spatializing literacies that make room to import imagined technologies and user identities. Microanalysis of video data of classroom interactions collected during a three year ethnographic study of…

The Flipped Classroom: Primary and Secondary Teachers' Views on an Educational Movement in Schools in Sweden Today

ERIC Educational Resources Information Center

Hultén, Magnus; Larsson, Bo

2018-01-01

The aim of this study is to contribute to an increased understanding of the flipped classroom movement. A total of 7 teachers working in school years 4-9 and who both actively flipped their classrooms and had been early adopters in this movement were interviewed. Two research questions were posed: "What characterizes flipped classroom…

Classroom observation data and instruction in primary mathematics education: improving design and rigour

NASA Astrophysics Data System (ADS)

Thompson, Carla J.; Davis, Sandra B.

2014-06-01

The use of formal observation in primary mathematics classrooms is supported in the literature as a viable method of determining effective teaching strategies and appropriate tasks for inclusion in the early years of mathematics learning. The twofold aim of this study was to (a) investigate predictive relationships between primary mathematics classroom observational data and student achievement data, and (b) to examine the impact of providing periodic classroom observational data feedback to teachers using a Relational-Feedback-Intervention (RFI) Database Model. This observational research effort focused on an empirical examination of student engagement levels in time spent on specific learning activities observed in primary mathematics classrooms as predictors of student competency outcomes in mathematics. Data were collected from more than 2,000 primary classroom observations in 17 primary schools during 2009-2011 and from standardised end-of-year tests for mathematics achievement. Results revealed predictive relationships among several types of teaching and learning tasks with student achievement. Specifically, the use of mathematics concepts, technology and hands-on materials in primary mathematics classrooms was found to produce substantive predictors of increased student mathematics achievement. Additional findings supported the use of periodic classroom observation data reporting as a positive influence on teachers' decisions in determining instructional tasks for inclusion in primary mathematics classrooms. Study results indicate classroom observational research involving a RFI Database Model is a productive tool for improving teaching and learning in primary mathematics classrooms.

Changes in Teachers' Beliefs and Classroom Practices Concerning Inquiry-Based Instruction Following a Year-Long RET-PLC Program

ERIC Educational Resources Information Center

Miranda, Rommel J.; Damico, Julie B.

2015-01-01

This mixed-methods study examines how engaging science teachers in a summer Research Experiences for Teachers (RET) followed by an academic-year Professional Learning Community (PLC) focused on translating teacher research experiences to inquiry-based classroom lessons might facilitate changes in their beliefs and classroom practices regarding…

Student performance and course evaluations before and after use of the Classroom Performance System ™ in a third-year veterinary radiology course.

PubMed

Hecht, Silke; Adams, W H; Cunningham, M A; Lane, I F; Howell, N E

2013-01-01

Effective teaching of veterinary radiology can be challenging in a traditional classroom environment. Audience response systems, colloquially known as "clickers," provide a means of encouraging student interaction. The purpose of this study was to compare student performance and course evaluations before and after using the Classroom Performance System™ in the third-year (fifth semester) didactic radiology course at the University of Tennessee College of Veterinary Medicine. Overall student performance was assessed by comparing median numeric final course grades (%) between years without and with use of the Classroom Performance System™. Grades of students were determined for individual instructors' sections. Student evaluations of the radiology course were compared for the years available (2007-2010). Student interactions were also evaluated subjectively by instructors who used the Classroom Performance System™. There was a significant difference (p = 0.009) between the median student grade before (2005 - 2008, median 82.2%; interquartile range 77.6-85.7%; range 61.9-95.5%) and after use of the classroom performance system (2009-2010, median 83.6%; interquartile range 79.9-87.9%; range 68.2-93.2%). There was no statistically significant difference in median student grades for individual instructors over the study period. The radiology course student evaluation scores were significantly higher in years where the Classroom Performance System™ was used in comparison to previous years (P = 0.019). Subjectively, students appeared more involved when using clickers. Findings indicated that the Classroom Performance System™ may be a useful tool for enhancing veterinary radiology education. © 2012 Veterinary Radiology & Ultrasound.

A Research-to-Practice View of an Early Literacy PD Model

ERIC Educational Resources Information Center

Abbott, Mary

2011-01-01

The purpose of this research-to-practice article is to describe the literacy and oral language professional development (PD) model that took place in a 3-year Early Reading First project in 9 Head Start and community-based school classrooms. Through our data-driven PD model, we provided 55 hr of training workshops for all classroom teaching staff…

Ten Years of TAKE 10!(®): Integrating physical activity with academic concepts in elementary school classrooms.

PubMed

Kibbe, Debra L; Hackett, Jacqueline; Hurley, Melissa; McFarland, Allen; Schubert, Kathryn Godburn; Schultz, Amy; Harris, Suzanne

2011-06-01

Current literature supports the link between physical activity (PA) or fitness and a child's ability to achieve academically; however, little structured activity time is incorporated into elementary school classrooms. This paper explores the impact of a classroom-based PA program, TAKE 10!, and health-academic integration through existing state and federal policy and programming. Evidence from journal articles, published abstracts, and reports were examined to summarize the impact of TAKE 10! on student health and other outcomes. This paper reviews 10 years of TAKE 10! studies and makes recommendations for future research. Teachers are willing and able to implement classroom-based PA integrated with grade-specific lessons (4.2 days/wk). Children participating in the TAKE 10! program experience higher PA levels (13%>), reduced time-off-task (20.5%), and improved reading, math, spelling and composite scores (p<0.01). Furthermore, students achieved moderate energy expenditure levels (6.16 to 6.42 METs) and studies suggest that BMI may be positively impacted (decreases in BMI z score over 2 years [P<0.01]). TAKE 10! demonstrates that integrating movement with academics in elementary school classrooms is feasible, helps students focus on learning, and enables them to realize improved PA levels while also helping schools achieve wellness policies. Copyright © 2011. Published by Elsevier Inc.

Enhancing Teachers' Technological Knowledge and Assessment Practices to Enhance Student Learning in Technology: A Two-year Classroom Study

NASA Astrophysics Data System (ADS)

Moreland, Judy; Jones, Alister; Northover, Ann

2001-02-01

This paper reports on a two-year classroom investigation of primary school (Years 1-8) technology education. The first year of the project explored emerging classroom practices in technology. In the second year intervention strategies were developed to enhance teaching, learning and assessment practices. Findings from the first year revealed that assessment was often seen in terms of social and managerial aspects, such as teamwork, turn taking and co-operative skills, rather than procedural and conceptual technological aspects. Existing formative interactions with students distorted the learning away from the procedural and conceptual aspects of the subject. The second year explored the development of teachers' technological knowledge in order to enhance formative assessment practices in technology, to inform classroom practice in technology, and to enhance student learning. Intervention strategies were designed to enhance the development of procedural, conceptual, societal and technical aspects of technology for teachers and students. The results from this intervention were very positive. This paper highlights the importance of developing teacher expertise pertaining to broad concepts of technology, detailed concepts in different technological areas and general pedagogical knowledge. The findings from this research therefore have implications for thinking about teaching, learning and assessment in technology.

Spelling and Meaning of Compounds in the Early School Years through Classroom Games: An Intervention Study.

PubMed

Tsesmeli, Styliani N

2017-01-01

The study aimed to evaluate the intervention effects on spelling and meaning of compounds by Greek students via group board games in classroom settings. The sample consisted of 60 pupils, who were attending the first and second grade of two primary schools in Greece. Each grade-class was divided into an intervention ( N = 29 children) and a control group ( N = 31 children). Before intervention, groups were evaluated by standardized tests of reading words/pseudowords, spelling words, and vocabulary. Students were also assessed on compound knowledge by a word analogy task, a meaning task and a spelling task. The experimental design of the intervention included a pre-test, a training program, and a post-test. The pre- and post-assessments consisted of the spelling and the meaning tasks entailing equally morphologically transparent and opaque compounds. The training program was based on word families ( N = 10 word families, 56 trained items, 5 sessions) and aimed to offer instruction of morphological decomposition and meaning of words. The findings showed that training was effective in enhancing the spelling and most notably the meaning of compounds. A closer inspection of intervention data in terms of morphological transparency, revealed that training group of first graders improved significantly both on transparent and opaque compounds, while the degree of gains was larger on opaque items for the second graders. These findings are consistent with the experimental literature and particularly optimistic for the literacy enhancement of typically developing children in regular classrooms.

Spelling and Meaning of Compounds in the Early School Years through Classroom Games: An Intervention Study

PubMed Central

Tsesmeli, Styliani N.

2017-01-01

The study aimed to evaluate the intervention effects on spelling and meaning of compounds by Greek students via group board games in classroom settings. The sample consisted of 60 pupils, who were attending the first and second grade of two primary schools in Greece. Each grade-class was divided into an intervention (N = 29 children) and a control group (N = 31 children). Before intervention, groups were evaluated by standardized tests of reading words/pseudowords, spelling words, and vocabulary. Students were also assessed on compound knowledge by a word analogy task, a meaning task and a spelling task. The experimental design of the intervention included a pre-test, a training program, and a post-test. The pre- and post-assessments consisted of the spelling and the meaning tasks entailing equally morphologically transparent and opaque compounds. The training program was based on word families (N = 10 word families, 56 trained items, 5 sessions) and aimed to offer instruction of morphological decomposition and meaning of words. The findings showed that training was effective in enhancing the spelling and most notably the meaning of compounds. A closer inspection of intervention data in terms of morphological transparency, revealed that training group of first graders improved significantly both on transparent and opaque compounds, while the degree of gains was larger on opaque items for the second graders. These findings are consistent with the experimental literature and particularly optimistic for the literacy enhancement of typically developing children in regular classrooms. PMID:29238316

Technology versus Teachers in the Early Literacy Classroom: An Investigation of the Effectiveness of the Istation Integrated Learning System

ERIC Educational Resources Information Center

Putman, Rebecca S.

2017-01-01

Guided by Vygotsky's social learning theory, this study reports a 24-week investigation on whether regular use of Istation®, an integrated learning system used by approximately 4 million students in the United States, had an effect on the early literacy achievement of children in twelve kindergarten classrooms. A mixed-method, quasi-experimental…

Lina's Letters: A 9-Year-Old's Perspective on What Matters Most in the Classroom

ERIC Educational Resources Information Center

Pratt, David

2008-01-01

Sometimes it is important to put aside the research journals, political commentaries, and popular news about the state of education and stop long enough to listen to a voice of a 9-year-old. In this article, the author shares letters from her 9-year-old daughter Lina, who expresses her perspective on what matters most in a classroom. Lina's…

Exploring the classroom practices that may enable a compassionate approach to financial literacy education

NASA Astrophysics Data System (ADS)

Blue, Levon Ellen; O'Brien, Mia; Makar, Katie

2017-08-01

From an early age, children are faced with financial dilemmas and are expected to make effective financial decisions about money. In this paper, we explore the classroom practices that may enable a compassionate approach to financial literacy education. We observed an inquiry-based mathematics lesson in a Year 4 primary school classroom. The financial maths task asked students to decide on the best fundraising option for the school. We used the theory of practice architectures to analyse the interactions in the classroom in order to understand what may have enabled and constrained classroom practices. We found that classroom practices such as engaging with peers through positive and collaborative learning opportunities, making ethical, social and mathematical connections of the task, and considering the impact of financial decisions on others may enable a compassionate approach to financial literacy education.

Exploring the classroom practices that may enable a compassionate approach to financial literacy education

NASA Astrophysics Data System (ADS)

Blue, Levon Ellen; O'Brien, Mia; Makar, Katie

2018-06-01

From an early age, children are faced with financial dilemmas and are expected to make effective financial decisions about money. In this paper, we explore the classroom practices that may enable a compassionate approach to financial literacy education. We observed an inquiry-based mathematics lesson in a Year 4 primary school classroom. The financial maths task asked students to decide on the best fundraising option for the school. We used the theory of practice architectures to analyse the interactions in the classroom in order to understand what may have enabled and constrained classroom practices. We found that classroom practices such as engaging with peers through positive and collaborative learning opportunities, making ethical, social and mathematical connections of the task, and considering the impact of financial decisions on others may enable a compassionate approach to financial literacy education.

The Early Years: Classroom Memories

ERIC Educational Resources Information Center

Tivona, Shayna; Ashbrook, Peggy

2016-01-01

This column discusses resources and science topics related to students in grades preK to 2. This month's issue provides an activity on documentation panels to encourage students to reflect on their actions and thought processes. Young students benefit enormously from visual aids. Documentation panels--chronological arrangements of photos, student…

Classroom quality and academic skills: Approaches to learning as a moderator.

PubMed

Meng, Christine

2015-12-01

The purpose of this study was to examine whether approaches to learning moderated the association between child care classroom environment and Head Start children's academic skills. The data came from the Head Start Family and Child Experiences Survey (FACES-2003 Cohort). The dataset is a nationally representative longitudinal study of Head Start children. The sample was selected using the stratified 4-stage sampling procedure. Data was collected in fall 2003, spring 2004, spring 2005, and spring 2006 in the first year of kindergarten. Participants included 3- and 4-year-old Head Start children (n = 786; 387 boys, 399 girls; 119 Hispanic children, 280 African American children, 312 Caucasian children). Head Start children's academic skills in letter-word identification, dictation/spelling, and mathematics at the 4 time points were measured by the Woodcock-Johnson Achievement Battery tests. Approaches to learning in fall 2003 was measured by the teacher report of the Preschool Learning Behaviors Scale. Child care classroom quality in fall 2003 was measured by the revised Early Childhood Environment Rating Scale. Results of the linear mixed effects models demonstrated that approaches to learning significantly moderated the effect of child care classroom quality on Head Start children's writing and spelling. Specifically, positive approaches to learning mitigated the negative effect of lower levels of classroom quality on dictation/spelling. Results underscore the important role of approaches to learning as a protective factor. Implications for early childhood educators with an emphasis on learning goals for disengaged children are discussed. (c) 2015 APA, all rights reserved).

Early Years Practitioners' Views on Early Personal, Social and Emotional Development

ERIC Educational Resources Information Center

Aubrey, Carol; Ward, Karen

2013-01-01

Current policy guidance stresses the need for early identification of obstacles to learning and appropriate intervention. New standards for learning (Early Years Foundation Stage) place personal, social and emotional development (PSED) as central to learning and development. This paper reports a survey and follow-up interviews with early years…

Observational Study of Early Childhood Programs. Final Report. Volume I: Life in Preschool.

ERIC Educational Resources Information Center

Layzer, Jean I.; And Others

This study of 119 preschool programs in 5 states was designed to describe the classroom experiences of economically or educationally disadvantaged 4-year-old children and to examine linkages between characteristics of early childhood programs and the activities of the children and teachers in the classroom. Chapters 1 and 2 describe the context…

"You Are My Sunshine My Only Sunshine": Current Music Activities in Kindergarten Classrooms in Queensland, Australia

ERIC Educational Resources Information Center

Garvis, Susanne

2012-01-01

Music in early years classrooms is an important learning area for young children. Young children need access to hear different genres of music, learn a variety of repertoire, engage in composing and play musical instruments. With the changing reform agenda in early childhood education however, little is known about the way music is positioned in…

Critical Literacies in the Making: Social Class and Identities in the Early Reading Classroom

ERIC Educational Resources Information Center

Jones, Stephanie

2013-01-01

Drawing from a four-year critical ethnographic study of young girls and their literacy practices inside and outside school, this article foregrounds a lived pedagogical moment when conflicting discourses about reading instruction collided in a critically focused second-grade classroom. Through my analyses I make the argument that the pervasiveness…

Preservice Early Childhood Educators' Pedagogical Beliefs

ERIC Educational Resources Information Center

Di Santo, Aurelia; Timmons, Kristy; Lenis, Angelike

2017-01-01

Preservice early childhood educators begin postsecondary programs with established beliefs about children, children's learning, and their roles as future educators. The present study examined 26 first-year students' beliefs about children, classroom practice, and guiding children's behavior. Participants completed the Teacher Beliefs Q-Sort…

Creative Construction of Mathematics and Science Concepts in Early Childhood.

ERIC Educational Resources Information Center

Gallenstein, Nancy L.

Noting that effective teaching models that emphasize critical thinking in mathematics and science are used less often in early childhood classrooms than in those for older students, this book provides early childhood educators with an explanation of teaching models that promote 3- to 8-year-olds critical thinking, problem solving, decision making,…

Study protocol for a group randomized controlled trial of a classroom-based intervention aimed at preventing early risk factors for drug abuse: integrating effectiveness and implementation research.

PubMed

Poduska, Jeanne; Kellam, Sheppard; Brown, C Hendricks; Ford, Carla; Windham, Amy; Keegan, Natalie; Wang, Wei

2009-09-02

While a number of preventive interventions delivered within schools have shown both short-term and long-term impact in epidemiologically based randomized field trials, programs are not often sustained with high-quality implementation over time. This study was designed to support two purposes. The first purpose was to test the effectiveness of a universal classroom-based intervention, the Whole Day First Grade Program (WD), aimed at two early antecedents to drug abuse and other problem behaviors, namely, aggressive, disruptive behavior and poor academic achievement. The second purpose--the focus of this paper--was to examine the utility of a multilevel structure to support high levels of implementation during the effectiveness trial, to sustain WD practices across additional years, and to train additional teachers in WD practices. The WD intervention integrated three components, each previously tested separately: classroom behavior management; instruction, specifically reading; and family-classroom partnerships around behavior and learning. Teachers and students in 12 schools were randomly assigned to receive either the WD intervention or the standard first-grade program of the school system (SC). Three consecutive cohorts of first graders were randomized within schools to WD or SC classrooms and followed through the end of third grade to test the effectiveness of the WD intervention. Teacher practices were assessed over three years to examine the utility of the multilevel structure to support sustainability and scaling-up. The design employed in this trial appears to have considerable utility to provide data on WD effectiveness and to inform the field with regard to structures required to move evidence-based programs into practice. NCT00257088.

Responsive Play: Exploring Play as Reader Response in a First Grade Classroom

ERIC Educational Resources Information Center

Flint, Tori K.

2016-01-01

Play in the school setting is a highly contested issue in today's restrictive academic environment. Although many early childhood educators advocate the use of play in their classrooms and emphasize the importance of play for children's learning and development, children beyond the preschool and kindergarten years are not often afforded…

A Practical Rationale for Classroom Assessment: The SWOT Approach

ERIC Educational Resources Information Center

McLaurin, Sidney E.; Bell, Beulah; Smith, Curtis

2009-01-01

The classroom assessment process can have encouraging results when it begins with "early assessment" that addresses student learning, as well as the social and emotional needs of student(s) in the classroom. This paper presents a SWOT (Strengths, Weaknesses, Opportunities, and Threats) analysis for classroom assessment. It will review literature…

Classroom Music Experiences of U.S. Elementary School Children: An Analysis of the Early Childhood Longitudinal Study of 1998-1999

ERIC Educational Resources Information Center

Miksza, Peter; Gault, Brent M.

2014-01-01

The primary purpose of this study was to describe the music experiences elementary school children in the United States receive in the academic classroom setting. The data were drawn from the Early Childhood Longitudinal Study of the Kindergarten Class of 1998-1999 (ECLS-K), a nationally representative study that followed kindergarteners through…

School Crowding, Year-Round Schooling, and Mobile Classroom Use: Evidence from North Carolina

ERIC Educational Resources Information Center

McMullen, Steven C.; Rouse, Kathryn E.

2012-01-01

This study exploits a unique policy environment and a large panel dataset to evaluate the impact of school crowding on student achievement in Wake County, NC. We also estimate the effects of two education policy initiatives that are often used to address crowding: multi-track year-round calendars and mobile classrooms. We estimate a multi-level…

Twitter in the Higher Education Classroom: Known Fragmentations and Needed Frameworks

ERIC Educational Resources Information Center

Knowlton, Dave S.; Nygard, Shanda

2016-01-01

This article reviews early literature (that is, up to mid-year 2013) about Twitter's use in the higher education classroom. Fragmentations are highlighted as a way of showing that the literature does not cohesively claim advantages or disadvantages of using Twitter as a teaching and learning tool. The article also points to the limitations of the…

WWC Quick Review of the Article "School Recess and Group Classroom Behavior"

ERIC Educational Resources Information Center

What Works Clearinghouse, 2009

2009-01-01

This study examined whether providing daily recess to third graders improves their classroom behavior. The study analyzed a nationally representative sample of over 10,000 students enrolled in third grade during the 2001-2002 school year. Data were drawn from the Early Childhood Longitudinal Study, Kindergarten Class of 1998-1999. The authors…

Preschool Classroom Processes as Predictors of Children's Cognitive Self-Regulation Skills Development

ERIC Educational Resources Information Center

Fuhs, Mary Wagner; Farran, Dale C.; Nesbitt, Kimberly Turner

2013-01-01

This research focuses on the associations between interactive processes of early childhood classrooms and gains in children's cognitive self-regulation (CSR) across the preschool year. Data from 803 children (45.8% female; "M" = 54 months; 39.1% Caucasian, 26.3% African American, 24.6% Hispanic, 9.9% Other) were collected at fall and…

The Art of "Smart Gaff": Reshaping Early Childhood Caregiver-Child Interactions in Guyana

ERIC Educational Resources Information Center

Semple-McBean, Michelle

2017-01-01

This article reports on findings of Guyanese early childhood caregivers' practice of engaging in extended, cognitively challenging and stimulating interactions. These are the types of interactions cited in classroom effectiveness studies internationally as potentially the most critical determinants for optimising learning during early years. The…

A Student Response System in an Electronic Classroom: Technology Aids for Large Classroom Instruction

NASA Astrophysics Data System (ADS)

Ober, D.; Errington, P.; Islam, S.; Robertson, T.; Watson, J.

1997-10-01

In the fall of 1996, thirteen (13) classrooms on the Ball State campus were equipped with technological aids to enhance learning in large classrooms (for typically 100 students or larger). Each classroom was equipped with the following built-in equipment: computer, zip drive, laser disc player, VCR, LAN and Internet connection, TV monitors, and Elmo overhead camera with large-screen projection system. This past fall semester a student response system was added to a 108-seat classroom in the Physics and Astronomy department for use with large General Education courses. Each student seat was equipped with a hardwired hand-held unit possessing input capabilities and LCD feedback for the student. The introduction of the student response system was added in order enhance more active learning by students in the large classroom environment. Attendance, quizzes, hour exams, and in-class surveys are early uses for the system; initial reactions by student and faculty users will be given.

Understanding the Early Years (UEY) Initiative

ERIC Educational Resources Information Center

Human Resources and Social Development Canada, 2007

2007-01-01

Internal Audit Services conducted an Early Implementation Review of the Understanding the Early Years (UEY) Initiative in 2006-07. This review is intended to provide assurance to senior management that program delivery has been established appropriately in order to meet its objectives and highlight any areas that require focused management…

Observed Classroom Quality during Teacher Education and Two Years of Professional Practice

ERIC Educational Resources Information Center

Malmberg, Lars-Erik; Hagger, Hazel; Burn, Katharine; Mutton, Trevor; Colls, Helen

2010-01-01

The aims of the present study are to investigate whether and how teachers change in their observed classroom quality (emotional and instructional support, classroom organization, and students' engagement; measured with the Classroom Assessment Scoring System observation measure for secondary school [CLASS-S]; Pianta, La Paro, & Hamre, 2006)…

MODEL2TALK: An Intervention to Promote Productive Classroom Talk

ERIC Educational Resources Information Center

van der Veen, Chiel; van der Wilt, Femke; van Kruistum, Claudia; van Oers, Bert; Michaels, Sarah

2017-01-01

This article describes the MODEL2TALK intervention, which aims to promote young children's oral communicative competence through productive classroom talk. Productive classroom talk provides children in early childhood education with many opportunities to talk and think together. Results from a large-scale study show that productive classroom talk…

What Contributes to First-Year Student Teachers' Sense of Professional Agency in the Classroom?

ERIC Educational Resources Information Center

Soini, Tiina; Pietarinen, Janne; Toom, Auli; Pyhältö, Kirsi

2015-01-01

This study explores Finnish first-year primary teacher students' (N = 244) sense of professional agency in the classroom. In addition, the interrelation between student teachers' sense of professional agency and the perceptions of teacher education as a learning environment is explored. The sense of professional agency in the classroom…

Executive Control Goes to School: Implications of Preschool Executive Performance for Observed Elementary Classroom Learning Engagement

PubMed Central

Nelson, Timothy D.; Nelson, Jennifer Mize; James, Tiffany D.; Clark, Caron A.C.; Kidwell, Katherine M.; Espy, Kimberly Andrews

2017-01-01

The transition to elementary school is accompanied by increasing demands for children to regulate their attention and behavior within the classroom setting. Executive control (EC) may be critical for meeting these demands; however, few studies have rigorously examined the association between EC and observed classroom behavior. This study examined EC in preschool (age 5 years, 3 months) as a predictor of classroom learning engagement behaviors in first grade, using a battery of performance-based EC tasks and live classroom observations in a longitudinal sample of 313 children. Multilevel modeling results indicated that stronger EC predicted more focused engagement and fewer task management and competing responses, controlling for socioeconomic status, child sex, and age at observations. Results suggest that early EC may support subsequent classroom engagement behaviors that are critical for successful transition to elementary school and long-term learning trajectories. PMID:28358540

Classroom Observation Data and Instruction in Primary Mathematics Education: Improving Design and Rigour

ERIC Educational Resources Information Center

Thompson, Carla J.; Davis, Sandra B.

2014-01-01

The use of formal observation in primary mathematics classrooms is supported in the literature as a viable method of determining effective teaching strategies and appropriate tasks for inclusion in the early years of mathematics learning. The twofold aim of this study was to (a) investigate predictive relationships between primary mathematics…

Classroom Climate, Parental Educational Involvement, and Student School Functioning in Early Adolescence: A Longitudinal Study

ERIC Educational Resources Information Center

Kaplan Toren, Nurit; Seginer, Rachel

2015-01-01

In this 2-year longitudinal study, we examine the effects of perceived classroom climate and two aspects of parental educational involvement (home-based and school-based) on junior high school students' self-evaluation and academic achievement. Our main hypothesis was that perceived parental educational involvement mediates students' perceived…

Transformers: Movement Experiences for Early Childhood Classrooms

ERIC Educational Resources Information Center

Vagovic, Julia

2008-01-01

Transformers are simple movement experiences for the classroom that engage the mind and body, focus energy, and help children transition to the next activity. Teachers can use them throughout the day, every day. The author explains the basic movements and suggests ways to build on them. They range from deep breathing to gentle wake-up movements to…

Enriching preschool classrooms and home visits with evidence-based programming: sustained benefits for low-income children.

PubMed

Bierman, Karen L; Heinrichs, Brenda S; Welsh, Janet A; Nix, Robert L; Gest, Scott D

2017-02-01

Growing up in poverty undermines healthy development, producing disparities in the cognitive and social-emotional skills that support early learning and mental health. Preschool and home-visiting interventions for low-income children have the potential to build early cognitive and social-emotional skills, reducing the disparities in school readiness that perpetuate the cycle of poverty. However, longitudinal research suggests that the gains low-income children make during preschool interventions often fade at school entry and disappear by early elementary school. In an effort to improve the benefits for low-income children, the REDI program enriched Head Start preschool classrooms (study one) and home visits (study two) with evidence-based programming, documenting positive intervention effects in two randomized trials. In this study, REDI participants were followed longitudinally, to evaluate the sustained impact of the classroom and home-visiting enrichments 3 years later, when children were in second grade. The combined sample included 556 children (55% European American, 25% African American, 19% Latino; 49% male): 288 children received the classroom intervention, 105 children received the classroom intervention plus the home-visiting intervention, and 173 children received usual practice Head Start. The classroom intervention led to sustained benefits in social-emotional skills, improving second grade classroom participation, student-teacher relationships, social competence, and peer relations. The coordinated home-visiting intervention produced additional benefits in child mental health (perceived social competence and peer relations) and cognitive skills (reading skills, academic performance). Significant effects ranged from 25% to 48% of a standard deviation, representing important effects of small to moderate magnitude relative to usual practice Head Start. Preschool classroom and home-visiting programs for low-income children can be improved with the use

Effective Leadership and Management in the Early Years

ERIC Educational Resources Information Center

Moyles, Janet

2006-01-01

There has recently been an unprecedented focus on early years care and education, particularly on the impact of the various adults who work and play with children in the birth to five/six-years age range. Staff in early years settings have had to adapt to many changes and demands, locally and nationally, from local authorities and national…

Problem Solving in the Early Years

ERIC Educational Resources Information Center

Diamond, Lindsay Lile

2018-01-01

Problem solving is recognized as a critical component to becoming a self-determined individual. The development of this skill should be fostered in the early years through the use of age-appropriate direct and embedded activities. However, many early childhood teachers may not be providing adequate instruction in this area. This column provides a…

Creativity: The Early Years

ERIC Educational Resources Information Center

Shade, Rick; Shade, Patti Garrett

2016-01-01

There is a myth that some people are creative and others are not. However, all children are born creative. They love to explore, ask questions, and are incredibly imaginative. Parents are key in nurturing their child's creativity in the early years. This article offers resources and strategies parents can use at different ages and stages (newborn,…

Understanding Early Years Policy

ERIC Educational Resources Information Center

Baldock, Peter; Fitzgerald, Damien; Kay, Janet

2005-01-01

The book is about policy in the area of early years services and that phrase may need some clarification. For the most part, therefore, this book deals with nursery schools and classes and with services provided by full day care nurseries, pre-schools, creches, childminders, after-school clubs and holiday play schemes. This book begins with…

Professional Development in the International Year of Astronomy: Expanding the Universe in the Classroom

NASA Astrophysics Data System (ADS)

Reinfeld, Erika L.; Harman, P.; Lee, M. H.; Bailey, J. M.

2008-05-01

The International Year of Astronomy offers unparalleled opportunity to expand our audiences’ understanding about the universe. However, many learners, students and adults alike, are unfamiliar with the universe beyond the solar system. This collaborative workshop explores strategies for teacher professional development around the origin and evolution of the universe, using the resources of the Beyond the Solar System Professional Development Project as a guide. The Beyond the Solar System (BtSS) Professional Development Project is a NASA-supported initiative from the Harvard-Smithsonian Center for Astrophysics (CfA) designed to foster public understanding of NASA's exciting astronomy and space science research. The BtSS portfolio includes video resources, assessment tools, data about common student ideas, content presentations, online telescope investigations, and other classroom activities designed to deepen content knowledge and improve the quality of teaching and learning about current scientific models and evidence for the origin and evolution of our universe of galaxies. During this session, members of the BtSS Leadership Team from around the country will share their experience using these resources in educator workshops and teacher-training courses, and facilitate discussions among workshop participants about how these materials and pedagogical strategies can be used in their own professional development efforts during the International Year of Astronomy. EPO specialists and scientists will engage in focused exploration of the project's DVD--"Expanding the Universe in the Classroom"--in order make explicit connections between the themes of the International Year of Astronomy and their own work. The goals of this workshop are to equip professional development providers to support IYA education efforts in classrooms, afterschool programs, and informal education venues and to raise awareness about the opportunities for continuing Galileo's legacy of discovery

Integrating New Technologies in UK Classrooms: Lessons for Teachers from Early Years Practitioners.

ERIC Educational Resources Information Center

Brooker, Liz

2003-01-01

Notes that rapid introduction of information and communication technologies in United Kingdom schools, along with government-mandated curriculum requirements, has not been matched by growth in practitioners' understanding of appropriate ways to use the technology. Examines the successful implementation of technology in early childhood settings…

"It's All About Ben10[TM]": Children's Play, Health and Sustainability Decisions in the Early Years

ERIC Educational Resources Information Center

Edwards, S.; Skouteris, H.; Rutherford, L.; Cutter-Mackenzie, A.

2013-01-01

In today's fast food, fast-paced consumer society, too few questions are asked about the influence of digital media on young children's health and sustainability choices, and indeed how such choices are expressed in children's play (and early childhood classrooms). By interviewing children and parents, and using such data to prompt teacher…

Music and Physical Play: What Can We Learn from Early Childhood Teachers in Kenya?

ERIC Educational Resources Information Center

Freshwater, Amy; Sherwood, Elizabeth; Mbugua, Esther

2008-01-01

Sharing classroom practices across international borders can add new dimensions to teaching methods, no matter where one calls home. With this idea in mind, the authors (two U.S. early childhood teacher educators and a Kenyan-born U.S. early childhood teacher) have corresponded for several years through e-mail with a small group of early childhood…

Understanding Diversity and the Teacher's Role in Supporting Learning in Diverse Classrooms: Scaffolding Early Childhood Preservice Teacher's Growth in Initial Placements with Technology

ERIC Educational Resources Information Center

Solvie, Pamela A.

2013-01-01

This research project sought to examine the ways in which early childhood preservice teachers develop an understanding of diversity and the teacher's role in supporting learning in diverse classrooms. Preservice teachers in their initial foundations course and in their initial placements in early childhood settings were participants in the…

The Work of Interpreters to Gain Children's Perspectives within Culturally and Linguistically Diverse Classrooms

ERIC Educational Resources Information Center

Theobald, Maryanne

2017-01-01

Working within culturally and linguistically diverse classrooms may present challenges for monolingual researchers wishing to gain children's perspectives. Consequently, children who are not fluent speakers of the dominant language are under-represented in early years' research. When linguistic boundaries exist, one recommended approach is working…

Learning about Teachers' Literacy Instruction from Classroom Observations

ERIC Educational Resources Information Center

Kelcey, Ben; Carlisle, Joanne F.

2013-01-01

The purpose of this study is to contribute to efforts to improve methods for gathering and analyzing data from classroom observations in early literacy. The methodological approach addresses current problems of reliability and validity of classroom observations by taking into account differences in teachers' uses of instructional actions (e.g.,…

Effects of a Universal Positive Classroom Behavior Program on Student Learning

ERIC Educational Resources Information Center

Diperna, James Clyde; Lei, Puiwa; Bellinger, Jillian; Cheng, Weiyi

2016-01-01

The purpose of this study was to examine the impact of a universal program to promote positive classroom behavior on students' approaches to learning and early academic skills. Second grade classrooms (N = 39) were randomly assigned to treatment and business-as-usual control conditions. Teachers in intervention classrooms implemented the Social…

Classroom Wall Charts and Biblical History: A Study of Educational Technology in Elementary Schools in Late Nineteenth- and Early Twentieth-Century Sweden

ERIC Educational Resources Information Center

Evertsson, Jakob

2014-01-01

This article considers the emergence of classroom wall charts as a teaching technology in Swedish elementary schools in the late nineteenth and early twentieth centuries, using Biblical history teaching as an example. There has been some work done internationally on wall charts as an instructional technology, but few studies have looked at their…

Scientist in the Classroom: The First Year Highlights of a Plasma Outreach Program

NASA Astrophysics Data System (ADS)

Nagy, A.; Danielson, C. A.; Lee, R. L.; Winter, P. S.; Valentine, J. R.

1999-11-01

The General Atomics education program ``Scientist in the Classroom'' uses scientists, engineers, and technicians to discuss plasma physics with students in the classroom. A program goal is to make science an enjoyable experience while showing students how plasma physics plays an important role in their world. A fusion overview is presented, including topics on energy and environment. Using hands-on equipment, students manipulate plasma discharges using magnetic fields and observe their spectral properties. Students also observe physical properties of liquid nitrogen, infrared waves, and radioactive particles. The benefit of this program, relative to facility tours, is that it optimizes cost and scheduling between the scientific staff and students. This program and its equipment are receiving accolades as an adjunct teaching option available to schools at no cost. This year we have presented to over 1000 students at 11 schools. Student exit interviews reflect strong positive comments regarding their hands-on learning experience and science appreciation.

Early Childhood Classrooms and Computers: Programs with Promise.

ERIC Educational Resources Information Center

Hoot, James L.; Kimler, Michele

Word processing and the LOGO programing language are two microcomputer applications that are beginning to show benefits as learning tools in elementary school classrooms. Word processing packages are especially useful with beginning writers, whose lack of motor coordination often slows down their acquisition of competence in written communication.…

Classroom-Based Inequalities and Achievement Gaps in First Grade: The Role of Classroom Context and Access to Qualified and Effective Teachers

ERIC Educational Resources Information Center

Palardy, Gregory J.

2015-01-01

Background: An enduring question about achievement gaps is, which aspects of schools contribute most? At the early grade levels, when children spend the vast majority of their school day in a single classroom with a single teacher, school inequities that correlate with achievement gaps likely originate within the classroom. This study examined the…

Teachers' Perceptions of Geometry Instruction and the Learning Environment in Years 9-10 ESL Classrooms

ERIC Educational Resources Information Center

Ly, Rinna K.; Malone, John A.

2010-01-01

This paper describes the development of an instrument to assess teachers' views on their geometry instruction and their classroom learning environments in six government high schools in southwest Sydney. The sample consisted of 18 Years 9/10 ESL teachers from participating schools. The study involved completion of a survey form using a modified…

The Classroom Infrastructure and the Early Learner: Reducing Aggression during Transition Times

ERIC Educational Resources Information Center

Guardino, Caroline; Fullerton, Elizabeth Kirby

2012-01-01

High levels of aggressive behaviors were observed during the transition times in two selfcontained special education classrooms: a kindergarten and pre-kindergarten. The present case studies examine how modifying the classroom infrastructure impacts students' aggressive behavior. Teachers were assisted on the usage of select modifications (visual…

Research Ideas for the Classroom: High School Mathematics.

ERIC Educational Resources Information Center

Wilson, Patricia S., Ed.

Research Ideas for the Classroom is a three-volume series of research interpretations for early childhood, middle grades, and high school mathematics classrooms. Each volume looks at research from the perspective of the learner, the content, and the teacher, and chapters are co-authored by a researcher and a teacher. Chapter titles in the high…

Research Ideas for the Classroom: Middle Grades Mathematics.

ERIC Educational Resources Information Center

Owens, Douglas T., Ed.

Research Ideas for the Classroom is a three-volume series of research interpretations for early childhood, middle grades, and high school mathematics classrooms. Each volume looks at research from the perspective of the learner, the content, and the teacher, and chapters are co-authored by a researcher and a teacher. Chapter titles in the middle…

Professional Development for Early Childhood Educators: Efforts to Improve Math and Science Learning Opportunities in Early Childhood Classrooms.

PubMed

Piasta, Shayne B; Logan, Jessica A R; Pelatti, Christina Yeager; Capps, Janet L; Petrill, Stephen A

2015-05-01

Because recent initiatives highlight the need to better support preschool-aged children's math and science learning, the present study investigated the impact of professional development in these domains for early childhood educators. Sixty-five educators were randomly assigned to experience 10.5 days (64 hours) of training on math and science or on an alternative topic. Educators' provision of math and science learning opportunities were documented, as were the fall-to-spring math and science learning gains of children ( n = 385) enrolled in their classrooms. Professional development significantly impacted provision of science, but not math, learning opportunities. Professional development did not directly impact children's math or science learning, although science learning was indirectly affected via the increase in science learning opportunities. Both math and science learning opportunities were positively associated with children's learning. Results suggest that substantive efforts are necessary to ensure that children have opportunities to learn math and science from a young age.

Professional Development for Early Childhood Educators: Efforts to Improve Math and Science Learning Opportunities in Early Childhood Classrooms

PubMed Central

Piasta, Shayne B.; Logan, Jessica A. R.; Pelatti, Christina Yeager; Capps, Janet L.; Petrill, Stephen A.

2014-01-01

Because recent initiatives highlight the need to better support preschool-aged children’s math and science learning, the present study investigated the impact of professional development in these domains for early childhood educators. Sixty-five educators were randomly assigned to experience 10.5 days (64 hours) of training on math and science or on an alternative topic. Educators’ provision of math and science learning opportunities were documented, as were the fall-to-spring math and science learning gains of children (n = 385) enrolled in their classrooms. Professional development significantly impacted provision of science, but not math, learning opportunities. Professional development did not directly impact children’s math or science learning, although science learning was indirectly affected via the increase in science learning opportunities. Both math and science learning opportunities were positively associated with children’s learning. Results suggest that substantive efforts are necessary to ensure that children have opportunities to learn math and science from a young age. PMID:26257434

Guidance for Technology Decisions from Classroom Observation

ERIC Educational Resources Information Center

Bielefeldt, Talbot

2012-01-01

Correlational analysis of two years of classroom observation indicates relationships between technology use and various classroom characteristics, including teacher roles and instructional strategies. Three observers used the ISTE Classroom Observation Tool (ICOT) to record 144 observations of classrooms participating in a variety of educational…

Reported experiences from occupational therapists interacting with teachers in inclusive early childhood classrooms.

PubMed

Bose, Pia; Hinojosa, Jim

2008-01-01

This grounded theory study described the perspectives of school-based occupational therapists working in inclusive early childhood classrooms emphasizing interactions with teaching staff. Six therapists were interviewed multiple times over several months. The participants viewed their interactions with teaching staff as challenging but potentially rewarding experiences. Viewing collaboration as valuable, their descriptions nonetheless generally omitted many collaborative features, with therapists often assigned the role of "expert." Data analysis revealed four major themes: (1) "It's Not Like I Don't Value Collaboration" (the benefits of collaboration); (2) "Collaboration--I Can't Do It Alone" (the challenges of interactions); (3) "My Opinion, Please Ask for It" (attachment to the expert status), and (4) "Is This Collaboration?" (interactions in practice). The results of this study suggest that current recommendations for collaboration for inclusion in school-based occupational therapy are not optimally implemented in all practice settings.

Classroom Karaoke: A Social and Academic Transition Strategy to Enhance the First-Year Experience of Youth Studies Students

ERIC Educational Resources Information Center

Baker, Sarah

2012-01-01

An innovative icebreaker initiative--"classroom karaoke"--was deployed at the beginning of a first-year undergraduate course in youth studies at an Australian university. The study used karaoke as a social and academic transition strategy to enhance students' first-year experience at university. Students responded positively to this…

Classroom Problems That Won't Go Away.

ERIC Educational Resources Information Center

Warner, Laverne; Lynch, Sharon

2003-01-01

Discusses chronic behavior problems that occur in early childhood classrooms and the need to intervene at an early age to prevent continued conduct problems. Examines different kinds of challenging behaviors and motivations for them. Suggests intervention methods to prevent antisocial behavior and strategies for teaching children alternative…

Friend Influence on Early Adolescent Disruptive Behavior in the Classroom: Teacher Emotional Support Matters

ERIC Educational Resources Information Center

Shin, Huiyoung; Ryan, Allison M.

2017-01-01

This research investigated how the level of disruptive behavior and friend influence on disruptive behavior varies across classrooms in relation to teacher emotional support. Data were collected from 48 fifth- and sixth-grade classrooms (N = 879 students) and included classroom observations at Wave 1 and student reports of their disruptive…

Functional analysis and treatment of problem behavior in early education classrooms.

PubMed

Greer, Brian D; Neidert, Pamela L; Dozier, Claudia L; Payne, Steven W; Zonneveld, Kimberley L M; Harper, Amy M

2013-01-01

We conducted functional analyses (FA) with 4 typically developing preschool children during ongoing classroom activities and evaluated treatments that were based on FA results. Results of each child's FA suggested social-positive reinforcement functions, and differential reinforcement of alternative behavior plus time-out was effective in decreasing problem behavior and increasing appropriate behavior. We discuss the utility of classroom-based FAs and potential compromises to experimental control. © Society for the Experimental Analysis of Behavior.

Level of structural quality and process quality in rural preschool classrooms

PubMed Central

Hartman, Suzanne C.; Warash, Barbara G.; Curtis, Reagan; Hirst, Jessica Day

2017-01-01

Preschool classrooms with varying levels of structural quality requirements across the state of West Virginia were investigated for differences in measured structural and process quality. Quality was measured using group size, child-to-teacher/staff ratio, teacher education, and the Early Childhood Environmental Rating Scale-Revised (ECERS-R; Harms, T., Clifford, R. M., & Cryer, D. (2005). The early childhood environment rating scale-revised. New York, NY: Teachers College Press). Thirty-six classrooms with less structural quality requirements and 136 with more structural quality requirements were measured. There were significant differences between classroom type, with classrooms with more structural quality requirements having significantly higher teacher education levels and higher environmental rating scores on the ECERS-R subscales of Space and Furnishings, Activities, and Program Structure. Results support previous research that stricter structural state regulations are correlated with higher measured structural and process quality in preschool classrooms. Implications for preschool state quality standards are discussed. PMID:29056814

The Flipped Classroom for pre-clinical dental skills teaching - a reflective commentary.

PubMed

Crothers, A J; Bagg, J; McKerlie, R

2017-05-12

A Flipped Classroom method for teaching of adult practical pre-clinical dental skills was introduced to the BDS curriculum in Glasgow during the 2015/2016 academic session. This report provides a commentary of the first year of employing this method - from the identification of the need to optimise teaching resources, through the planning, implementation and development of the method, with an early indication of performance.

Collective screening tools for early identification of dyslexia

PubMed Central

Andrade, Olga V. C. A.; Andrade, Paulo E.; Capellini, Simone A.

2015-01-01

Current response to intervention models (RTIs) favor a three-tier system. In general, Tier 1 consists of evidence-based, effective reading instruction in the classroom and universal screening of all students at the beginning of the grade level to identify children for early intervention. Non-responders to Tier 1 receive small-group tutoring in Tier 2. Non-responders to Tier 2 are given still more intensive, individual intervention in Tier 3. Limited time, personnel and financial resources derail RTI’s implementation in Brazilian schools because this approach involves procedures that require extra time and extra personnel in all three tiers, including screening tools which normally consist of tasks administered individually. We explored the accuracy of collectively and easily administered screening tools for the early identification of second graders at risk for dyslexia in a two-stage screening model. A first-stage universal screening based on collectively administered curriculum-based measurements was used in 45 7 years old early Portuguese readers from 4 second-grade classrooms at the beginning of the school year and identified an at-risk group of 13 academic low-achievers. Collectively administered tasks based on phonological judgments by matching figures and figures to spoken words [alternative tools for educators (ATE)] and a comprehensive cognitive-linguistic battery of collective and individual assessments were both administered to all children and constituted the second-stage screening. Low-achievement on ATE tasks and on collectively administered writing tasks (scores at the 25th percentile) showed good sensitivity (true positives) and specificity (true negatives) to poor literacy status defined as scores ≤1 SD below the mean on literacy abilities at the end of fifth grade. These results provide implications for the use of a collectively administered screening tool for the early identification of children at risk for dyslexia in a classroom setting

Multicultural Teaching Competence of Korean Early Childhood Educators

ERIC Educational Resources Information Center

Park, Sungok R.

2016-01-01

Discourse among early childhood education researchers increasingly emphasizes the need for teachers to better understand and support diversity in their classrooms. As part of a larger mixed-method study, this qualitative research illuminates Korean early childhood educators' multicultural teaching competence. While Korean classrooms are in…

How East Asian Classrooms May Change over the next 20 Years

ERIC Educational Resources Information Center

Chan, Tak-Wai

2010-01-01

Our schools have been experiencing three overlapping waves of technology adoption since the mid-1980s: the personal computer lab wave, the online learning wave and the digital classroom wave. In this position paper, I tried to explain why we are now at the onset of the digital classroom wave, why it will cause great changes in education and why…

Little Kids, Big Worries: Stress-Busting Tips for Early Childhood Classrooms

ERIC Educational Resources Information Center

Honig, Alice Sterling

2010-01-01

Research shows that stress in the crucial early years of a child's life can pose dramatic, lasting challenges to development, learning, and behavior. This is the practical book early childhood professionals need to recognize stress in young children--and intervene with proven relief strategies before pressures turn into big problems. Developed by…

The Synergy of Class Size Reduction and Classroom Quality

ERIC Educational Resources Information Center

Graue, Elizabeth; Rauscher, Erica; Sherfinski, Melissa

2009-01-01

A contextual approach to understanding class size reduction includes attention to both educational inputs and processes. Based on our study of a class size reduction program in Wisconsin we explore the following question: How do class size reduction and classroom quality interact to produce learning opportunities in early elementary classrooms? To…

Mind wandering and education: from the classroom to online learning

PubMed Central

Szpunar, Karl K.; Moulton, Samuel T.; Schacter, Daniel L.

2013-01-01

In recent years, cognitive and educational psychologists have become interested in applying principles of cognitive psychology to education. Here, we discuss the importance of understanding the nature and occurrence of mind wandering in the context of classroom and online lectures. In reviewing the relevant literature, we begin by considering early studies that provide important clues about student attentiveness via dependent measures such as physical markers of inattention, note taking, and retention. We then provide a broad overview of studies that have directly measured mind wandering in the classroom and online learning environments. Finally, we conclude by discussing interventions that might be effective at curbing the occurrence of mind wandering in educational settings, and consider various avenues of future research that we believe can shed light on this well-known but little studied phenomenon. PMID:23914183

Building a Model of Early Years Professionalism from Practitioners’ Perspectives

ERIC Educational Resources Information Center

Brock, Avril

2013-01-01

Practitioner voice has been absent from debates regarding what constitutes professional behaviour and practice in the early years. This research identifies and uses the professional knowledge of a group of early years educators to create a typology of professionalism. The typology comprises seven inter-related dimensions of early years…

Two Year Study of the Effect of Group Therapy on Teacher Perceived Classroom Behavior of Hyperactive Children.

ERIC Educational Resources Information Center

Blau, Harold; And Others

A 2-year study was done on the effect of group therapy on the teacher-perceived classroom behavior of 82 hyperactive minority boys (ages 10-16 years) in a day school for disruptive children. By the end of the study, there were a minimum of four behaviors which indicated that the group therapy was accomplishing a statistically significant change in…

Preventing Challenging Behaviors in Preschool: Effective Strategies for Classroom Teachers

ERIC Educational Resources Information Center

Coleman, Janelle C.; Crosby, Megan G.; Irwin, Heather K.; Dennis, Lindsay R.; Simpson, Cynthia G.; Rose, Chad A.

2013-01-01

This article provides practical strategies and techniques that early childhood educators can implement in their classrooms to effectively manage challenging behaviors. The specific strategies addressed fall under the following categories: (a) classroom management, (b) reinforcement, and (c) communication. Suggestions are made for how parents can…

Six Syllabi from the Early Years of American Geological Education, 1817-1838

ERIC Educational Resources Information Center

Stearns, Richard G.; Corgan, James X.

2010-01-01

Between 1817 and 1838 professors at the University of Pennsylvania, South Carolina College, Yale College, and Columbia College published six syllabi for earth science courses. All stressed geology. These syllabi give unique insight into classrooms of almost 200 years ago. The greatest difference between the six syllabi involved historical geology.…

Interactive radio in the classroom: ten years of proven success.

PubMed

Imhoof, M

1985-01-01

Interactive instructional radio programming is an innovative, inexpensive, and highly effective educational tool. In interactive radio programming, lessons are provided by a radio instructor, but unlike other radio education programs, the instructor prompts responses from the radio audience, provides pauses for audience responses, and then supplies the correct response to the prompt. The lessons are generally supervised by a classroom teacher, and the students respond to the radio prompts either orally or in writing. The lessons encourage student participation, and the programs frequently require more than 100 audience responses for each 1/2 hour of radio programing. The US Agency for International Development's Office of Education in the Bureau for Science and Technology researched and developed the tool during the last 10 years, and conducted highly successful experimental projects with it in Kenya, Nicaragua, and the Dominican Republic. In September 1984 a conference, jointly sponsored by the agency and Kenya's Ministry of Education, Science, and Technology, was held in Nairobi to demonstrate the new tool and to encourage other countries to utilize the approach. Participants visited rural classrooms in Kenya where they had an opportunity to observe how the technique was being successfully used in Kenya's Radio Language Arts Project. In view of the successful results attained in the experimental projects of the 3 countries noted above, the conference participants recommended that the technique should immediately be integrated into the national curricula of these countries, and that the approach should be more widely used in other countries. They noted that the technique is especially appropriate for use in primary schools and in nonformal adult education programs and that the tool is especially useful for teaching mathematics and second languages. They recommended that educators in developing countries develop interactive instructional radio programs, evaluate

The Datafication of Early Years Education and Its Impact upon Pedagogy

ERIC Educational Resources Information Center

Roberts-Holmes, Guy; Bradbury, Alice

2016-01-01

This article raises important questions about whether the increasing control of early years education through performance data is genuinely a means for school improvement. This composite article, examines the pervasiveness of attainment data in early years education professional activity, its impact on early years teachers' consciousness and…

Computer Use within a Play-Based Early Years Curriculum

ERIC Educational Resources Information Center

Howard, Justine; Miles, Gareth E.; Rees-Davies, Laura

2012-01-01

Early years curricula promote learning through play and in addition emphasise the development of computer literacy. Previous research, however, has described that teachers feel unprepared to integrate Information and Communication Technology (ICT) and play. Also, whereas research has suggested that effective computer use in the early years is…

Parent Partnership and "Quality" Early Years Services: Practitioners' Perspectives

ERIC Educational Resources Information Center

Cottle, Michelle; Alexander, Elise

2014-01-01

This article begins by outlining the historical and political context of "parent partnership" within the UK. It locates the perspectives of early years' practitioners within this context, drawing on data from an Economic and Social Research Council (ESRC)-funded study of eighteen English early years settings, including interviews and…

Bacterial Chemotaxis: The Early Years of Molecular Studies

PubMed Central

Hazelbauer, Gerald L.

2014-01-01

This review focuses on the early years of molecular studies of bacterial chemotaxis and motility, beginning in the 1960s with Julius Adler's pioneering work. It describes key observations that established the field and made bacterial chemotaxis a paradigm for the molecular understanding of biological signaling. Consideration of those early years includes aspects of science seldom described in journals: the accidental findings, personal interactions, and scientific culture that often drive scientific progress. PMID:22994495

Children's Classroom Engagement and School Readiness Gains in Prekindergarten

ERIC Educational Resources Information Center

Chien, Nina C.; Howes, Carollee; Burchinal, Margaret; Pianta, Robert C.; Ritchie, Sharon; Bryant, Donna M.; Clifford, Richard M.; Early, Diane M.; Barbarin, Oscar A.

2010-01-01

Child engagement in prekindergarten classrooms was examined using 2,751 children (mean age = 4.62) enrolled in public prekindergarten programs that were part of the Multi-State Study of Pre-Kindergarten and the State-Wide Early Education Programs Study. Latent class analysis was used to classify children into 4 profiles of classroom engagement:…

Comparison between flipped classroom and lecture-based classroom in ophthalmology clerkship

PubMed Central

Tang, Fen; Chen, Chuan; Zhu, Yi; Zuo, Chengguo; Zhong, Yimin; Wang, Nan; Zhou, Lijun; Zou, Yuxian; Liang, Dan

2017-01-01

ABSTRACT Background: In recent years, the flipped classroom method of teaching has received much attention in health sciences education. However, the application of flipped classrooms in ophthalmology education has not been well investigated. Objective: The goal of this study was to investigate the effectiveness and acceptability of the flipped classroom approach to teaching ophthalmology at the clerkship level. Design: Ninety-five fourth year medical students in an ophthalmology clerkship were randomly divided into two groups. An ocular trauma module was chosen for the content of this study. One group (FG (flipped group), n = 48) participated in flipped classroom instruction and was asked to watch a recorded lecture video and to read study materials before a face-to-face class meeting. They used the in-class time for discussion. The other group (TG (traditional group), n = 47) was assigned to traditional lecture-based instruction. These students attended a didactic lecture and completed assigned homework after the lecture. Feedback questionnaires were collected to compare students’ perspectives on the teaching approach they experienced and to evaluate students’ self-perceived competence and interest in ocular trauma. Pre- and post-tests were performed to assess student learning of the course materials. Results: More students in the FG agreed that the classroom helped to promote their learning motivation, improve their understanding of the course materials, and enhance their communication skill and clinical thinking. However, students in the FG did not show a preference for this method of teaching, and also reported more burden and pressure than those from the TG. Students from the FG performed better on the post test over the ocular trauma-related questions when compared to those from the TG. Conclusions: The flipped classroom approach shows promise in ophthalmology clerkship teaching. However, it has some drawbacks. Further evaluation and modifications

Comparison between flipped classroom and lecture-based classroom in ophthalmology clerkship.

PubMed

Tang, Fen; Chen, Chuan; Zhu, Yi; Zuo, Chengguo; Zhong, Yimin; Wang, Nan; Zhou, Lijun; Zou, Yuxian; Liang, Dan

2017-01-01

In recent years, the flipped classroom method of teaching has received much attention in health sciences education. However, the application of flipped classrooms in ophthalmology education has not been well investigated. The goal of this study was to investigate the effectiveness and acceptability of the flipped classroom approach to teaching ophthalmology at the clerkship level. Ninety-five fourth year medical students in an ophthalmology clerkship were randomly divided into two groups. An ocular trauma module was chosen for the content of this study. One group (FG (flipped group), n = 48) participated in flipped classroom instruction and was asked to watch a recorded lecture video and to read study materials before a face-to-face class meeting. They used the in-class time for discussion. The other group (TG (traditional group), n = 47) was assigned to traditional lecture-based instruction. These students attended a didactic lecture and completed assigned homework after the lecture. Feedback questionnaires were collected to compare students' perspectives on the teaching approach they experienced and to evaluate students' self-perceived competence and interest in ocular trauma. Pre- and post-tests were performed to assess student learning of the course materials. More students in the FG agreed that the classroom helped to promote their learning motivation, improve their understanding of the course materials, and enhance their communication skill and clinical thinking. However, students in the FG did not show a preference for this method of teaching, and also reported more burden and pressure than those from the TG. Students from the FG performed better on the post test over the ocular trauma-related questions when compared to those from the TG. The flipped classroom approach shows promise in ophthalmology clerkship teaching. However, it has some drawbacks. Further evaluation and modifications are required before it can be widely accepted and implemented

"I Know How You Feel": Preschoolers' Emotion Knowledge Contributes to Early School Success

ERIC Educational Resources Information Center

Denham, Susanne A.; Bassett, Hideko H.; Brown, Chavaughn; Way, Erin; Steed, Jessica

2015-01-01

Differences in emotion knowledge by children's age, gender, and socioeconomic risk status, as well as associations of emotion knowledge with executive control, social competence, and early classroom adjustment, were investigated. On emotion knowledge, 4- and 5-year-olds scored higher than 3-year-olds, with girls showing this effect more strongly.…

Positioning in Relationships between Parents and Early Years Practitioners

ERIC Educational Resources Information Center

Sims-Schouten, Wendy

2016-01-01

Early years care and education have been high on British political agendas. This includes partnership working between early years practitioners and parents. Yet, more research is needed to examine how childcare staff engage with parents and vice versa. This study addresses the role of position and positioning in parent-practitioner relationships,…

The Early Years: Encouraging Curiosity

ERIC Educational Resources Information Center

Ashbrook, Peggy

2016-01-01

By developing a relationship of trust and respect with children, educators create a classroom culture that supports questioning. One strategy to extend children's thinking is to provide unfamiliar materials to provoke questioning. This column discusses resources and science topics related to students in grades preK to 2. This month's column…

Teacher Roles of Questioning in Early Elementary Science Classrooms: A Framework Promoting Student Cognitive Complexities in Argumentation

NASA Astrophysics Data System (ADS)

Chen, Ying-Chih; Hand, Brian; Norton-Meier, Lori

2017-04-01

The purpose of this study was to investigate the various roles that early elementary teachers adopt when questioning, to scaffold dialogic interaction and students' cognitive responses for argumentative practices over time. Teacher questioning is a pivotal contributing factor that shapes the role teachers play in promoting dialogic interaction in argumentative practice and that different roles serve different functions for promoting students' conceptual understanding. The multiple-case study was designed as a follow-up study after a 4-year professional development program that emphasized an argument-based inquiry approach. Data sources included 30 lessons focusing on whole class discussion from three early elementary teachers' classes. Data were analyzed through two approaches: (1) constant comparative method and (2) enumerative approach. This study conceptualized four critical roles of teacher questioning—dispenser, moderator, coach, and participant—in light of the ownership of ideas and activities. The findings revealed two salient changes in teachers' use of questions and the relationships between teachers' question-asking and students' cognitive responses: (1) teachers increasingly used multiple roles in establishing argumentative discourse as they persistently implemented an argument-based inquiry approach, and (2) as teachers used multiple roles in establishing patterns of questioning and framing classroom interactions, higher levels of student cognitive responses were promoted. This study suggests that an essential component of teacher professional development should include the study of the various roles that teachers can play when questioning for establishing dialogic interaction in argumentation and that this development should consist of ongoing training with systematic support.

Nurturing Mathematical Promise in a Regular Elementary Classroom: Exploring the Role of the Teacher and Classroom Environment

ERIC Educational Resources Information Center

Dimitriadis, Christos

2016-01-01

This article presents findings from a case study of an in-classroom program based on ability grouping for Year 2 (ages 6-7) primary (elementary) children identified as high ability in mathematics. The study examined the role of classroom setting, classroom environment, and teacher's approach in realizing and developing mathematical promise. The…

A Cooperative Plan to Establish an Early Childhood Center for the Invention, Demonstration, and Evaluation of Innovative Practices in Early Childhood Education. Final Report.

ERIC Educational Resources Information Center

Irondequoit Central School District 3, Rochester, NY.

In 1968 an upstate New York School district, acting on behalf of nine school districts, planned and established an Early Childhood Center. This evaluative report of a 2-year demonstration preschool, modeled on the British Infant School, describes the open classroom arrangement and its effect on the center's children, teachers, and student…

Early Years Education and the Value for Money Folklore

ERIC Educational Resources Information Center

Campbell-Barr, Verity

2012-01-01

This article is intended as a contribution to the debate on the role of human capital in determining value for money in early years education. The article explores how the idea that early years education offers value for money has become folklore amongst policymakers and more widely. However, drawing on both interview data and existing literature…

Sustainability Education in Elementary Classrooms: Reported Practices of Alumni from a Pre-Service Teacher Course

ERIC Educational Resources Information Center

Merritt, Eileen G.; Archambault, Leanna; Hale, Annie E.

2018-01-01

The article reflects results from a web-based survey of early career teachers who had taken a required, hybrid course focused on sustainability science. Many alumni reported early efforts to integrate sustainability topics and ways of thinking into their K-8 classrooms. Teachers reported modeling of classroom behaviors that promoted sustainability…

One-Year Effects of Project EX in Spain: A Classroom-Based Smoking Prevention and Cessation Intervention Program

PubMed Central

Gonzálvez, María T.; Espada, José P.; Orgilés, Mireia; Soto, Daniel; Sussman, Steve

2015-01-01

Background Tobacco use prevalence rates are high among Spanish adolescents. Programming to counteract tobacco use is needed. Methods and Findings The current study provides a one-year follow-up outcome evaluation of Project EX, an eight-session classroom-based curriculum. The intervention was tested using a randomized controlled trial with 1,546 Spanish students, involving three program and three control schools. Compared to the control condition, the program condition revealed a greater reduction in nicotine dependence (p < .05) and CO ppm levels (p < .001), and lower consumption of cigarettes at last month (p = .03). Conclusions Long-term outcomes of the Project EX classroom-based program are promising for adolescent prevention and possibly cessation in Spain. PMID:26090821

Depression in the classroom: considerations and strategies.

PubMed

Calear, Alison L

2012-01-01

Depression is a prevalent and debilitating disorder that can severely affect a young person’s social, emotional, and academic functioning. Identifying depression early is essential to reducing the impact of this disorder. Depression is treatable. However, there are a number of classroom and school supports that can be put in place to assist a young person experiencing or recovering from depression. Preventing the development of depression through effective classroom programs should be encouraged and supported within the school environment.

Preparing for Children with Disabilities in Early Childhood Classrooms.

ERIC Educational Resources Information Center

Favazza, Paddy C.

1998-01-01

Offers suggestions to kindergarten teachers for creating a more accepting environment in their classrooms for children with disabilities. Three key influences in attitude formation are discussed--indirect experiences, direct experiences, and the child's primary social group--and ideas for examining these influences and adapting them are suggested.…

"Smart" Technologies in Early Years Literacy Education: A Meta-Narrative of Paradigmatic Tensions in iPad Use in an Australian Preparatory Classroom

ERIC Educational Resources Information Center

Lynch, Julianne; Redpath, Terri

2014-01-01

With the revolution that has taken place in the functionality and uptake of portable networked "smart" technologies, educators are looking to see what potential applications such technologies might have for school education. This article reports on a study on the use of portable personal computing devices in the early years of schooling.…

A randomized controlled trial of two primary school intervention strategies to prevent early onset tobacco smoking.

PubMed

Storr, Carla L; Ialongo, Nicholas S; Kellam, Sheppard G; Anthony, James C

2002-03-01

In this article, we examine the impact of two universal, grade 1 preventive interventions on the onset of tobacco smoking as assessed in early adolescence. The classroom-centered (CC) intervention was designed to reduce the risk for tobacco smoking by enhancing teachers' behavior management skills in first grade and, thereby, reducing child attention problems and aggressive and shy behavior-known risk behaviors for later substance use. The family-school partnership (FSP) intervention targeted these early risk behaviors via improvements in parent-teacher communication and parents' child behavior management strategies. A cohort of 678 urban, predominately African-American, public school students were randomly assigned to one of three Grade 1 classrooms at entrance to primary school (age 6). One classroom featured the CC intervention, a second the FSP intervention, and the third served as a control classroom. Six years later, 81% of the students completed audio computer-assisted self-interviews. Relative to controls, a modest attenuation in the risk of smoking initiation was found for students who had been assigned to either the CC or FSP intervention classrooms (26% versus 33%) (adjusted relative risk for CC/control contrast=0.57, 95% confidence interval (CI), 0.34-0.96; adjusted relative risk for FSP/control contrast=0.69, 95% CI, 0.50-0.97). Results lend support to targeting the early antecedent risk behaviors for tobacco smoking.

The Moderating Role of Classroom Descriptive Norms in the Association of Student Behavior with Social Preference and Popularity

ERIC Educational Resources Information Center

Boor-Klip, Henrike J.; Segers, Eliane; Hendrickx, Marloes M. H. G.; Cillessen, Antonius H. N.

2017-01-01

This study addressed the moderating role of classroom descriptive norms for overt and relational aggression, social withdrawal, prosocial behavior, and academic reputation in the association of behavior with social preference and popularity in early adolescence. Participants were 1,492 fifth-grade students ([x-bar][subscript age] = 10.6 years,…

The Flipped Classroom: A Twist on Teaching

ERIC Educational Resources Information Center

Schmidt, Stacy M. P.; Ralph, David L.

2016-01-01

The traditional classroom has utilized the "I Do", "We Do", "You Do" as a strategy for teaching for years. The flipped classroom truly flips that strategy. The teacher uses "You Do", "We Do", "I Do" instead. Homework, inquiry, and investigation happen in the classroom. At home students…

Ideas for the Classroom

ERIC Educational Resources Information Center

Mathematics Teaching Incorporating Micromath, 2006

2006-01-01

In this article, the author shares some of the activities for the classroom invented by Gill Hatch. One of those activities is the activity for older students, which is for the five-year-olds through to post-graduates. Card-sorting game, geometry games, algebra games, and loop games are also some of those activities for the classroom invented by…

Carpet-Time Democracy: Digital Photography and Social Consciousness in the Early Childhood Classroom

ERIC Educational Resources Information Center

Serriere, Stephanie C.

2010-01-01

Although much energy has been spent designing children's books and curriculum to bring issues of diversity and acceptance into classrooms, perhaps the most meaningful and relevant curricular materials only require a digital camera and a space for students to talk about photos of their own classroom community, creating an organic and everyday…

Activity Settings and Daily Routines in Preschool Classrooms: Diverse Experiences in Early Learning Settings for Low-Income Children.

PubMed

Fuligni, Allison Sidle; Howes, Carollee; Huang, Yiching; Hong, Sandra Soliday; Lara-Cinisomo, Sandraluz

2012-06-01

This paper examines activity settings and daily classroom routines experienced by 3- and 4-year-old low-income children in public center-based preschool programs, private center-based programs, and family child care homes. Two daily routine profiles were identified using a time-sampling coding procedure: a High Free-Choice pattern in which children spent a majority of their day engaged in child-directed free-choice activity settings combined with relatively low amounts of teacher-directed activity, and a Structured-Balanced pattern in which children spent relatively equal proportions of their day engaged in child-directed free-choice activity settings and teacher-directed small- and whole-group activities. Daily routine profiles were associated with program type and curriculum use but not with measures of process quality. Children in Structured-Balanced classrooms had more opportunities to engage in language and literacy and math activities, whereas children in High Free-Choice classrooms had more opportunities for gross motor and fantasy play. Being in a Structured-Balanced classroom was associated with children's language scores but profiles were not associated with measures of children's math reasoning or socio-emotional behavior. Consideration of teachers' structuring of daily routines represents a valuable way to understand nuances in the provision of learning experiences for young children in the context of current views about developmentally appropriate practice and school readiness.

Activity Settings and Daily Routines in Preschool Classrooms: Diverse Experiences in Early Learning Settings for Low-Income Children

PubMed Central

Fuligni, Allison Sidle; Howes, Carollee; Huang, Yiching; Hong, Sandra Soliday; Lara-Cinisomo, Sandraluz

2011-01-01

This paper examines activity settings and daily classroom routines experienced by 3- and 4-year-old low-income children in public center-based preschool programs, private center-based programs, and family child care homes. Two daily routine profiles were identified using a time-sampling coding procedure: a High Free-Choice pattern in which children spent a majority of their day engaged in child-directed free-choice activity settings combined with relatively low amounts of teacher-directed activity, and a Structured-Balanced pattern in which children spent relatively equal proportions of their day engaged in child-directed free-choice activity settings and teacher-directed small- and whole-group activities. Daily routine profiles were associated with program type and curriculum use but not with measures of process quality. Children in Structured-Balanced classrooms had more opportunities to engage in language and literacy and math activities, whereas children in High Free-Choice classrooms had more opportunities for gross motor and fantasy play. Being in a Structured-Balanced classroom was associated with children’s language scores but profiles were not associated with measures of children’s math reasoning or socio-emotional behavior. Consideration of teachers’ structuring of daily routines represents a valuable way to understand nuances in the provision of learning experiences for young children in the context of current views about developmentally appropriate practice and school readiness. PMID:22665945

“No-o-o-o Peeking”: Preschoolers’ Executive Control, Social Competence, and Classroom Adjustment

PubMed Central

Denham, Susanne A.; Bassett, Hideko H.; Sirotkin, Yana S.; Brown, Chavaughn; Morris, Carol S.

2015-01-01

The goals of this study were to evaluate (1) how specific aspects of executive control, briefly assessed, predict social competence and classroom adjustment during preschool; and (2) differences between two aspects of executive control, according to child’s age, socioeconomic risk status, and gender. The facets of executive control were defined as cool executive control (CEC; affectively neutral, slow acting, and late developing) and hot executive control (HEC; more emotional, fast acting, and early developing). Two hundred eighty-seven 3- to 5-year-old children from private child care and Head Start centers were directly assessed during executive control tasks, and preschool teachers provided information on their school success. Aspects of executive control varied with age, socioeconomic risk, and gender. Specifically, older children performed better on CEC tasks across three age levels; for HEC tasks, change was seen only between 3-year-olds and 4-year-olds. Children of mothers with less formal education performed less well on CEC than those whose mothers had more education; girls performed better than boys on HEC tasks. Further, facets of executive control were differentially related to later social competence and classroom adjustment. HEC predicted social competence, whereas CEC uniquely predicted classroom adjustment. Implications for everyday practice and specific curricula formulation are discussed. PMID:26166925

Supporting Resilience in Early Years Classrooms: The Role of the Teacher

ERIC Educational Resources Information Center

Nolan, Andrea; Taket, Ann; Stagnitti, Karen

2014-01-01

It is an accepted fact that resilience is a multifaceted phenomenon which has been proven to affect the learning, growth and development of individuals. A child's formative years are a time when resilience needs to be promoted so they can cope with the challenges of life. This paper reports some of the findings of an Australian Research…

Perspectives from Teachers' Classrooms. Action Research. Science FEAT (Science for Early Adolescence Teachers).

ERIC Educational Resources Information Center

Spiegel, Samuel A., Ed.; And Others

Action research is one of the more increasingly popular and innovative techniques for engaging teachers in shaping change in the classroom. The research in this monograph was conducted by teachers in classrooms in Florida and Georgia. Papers were selected from 65 action research papers written in fulfillment of one of the requirements of the…

Building Global Awareness in Early Childhood Teacher Preparation Programs

ERIC Educational Resources Information Center

Jean-Sigur, Raynice; Bell, Douglas; Kim, Yanghee

2016-01-01

Many early learning settings are more culturally diverse than ever before. Due to widespread migration, early learning classrooms now include students from a rich variety of racial, ethnic, and cultural groups. One classroom may contain students from a dozen countries and even more cultural experiences. To produce conscientious and creative global…

Is Early Attachment Security Carried Forward into Relationships with Preschool Peers?

ERIC Educational Resources Information Center

Wood, Jeffrey J.; Emmerson, Natasha A.; Cowan, Philip A.

2004-01-01

The association between early parent-child attachment security and peer rejection among preschool children was examined. Children in three preschool classrooms (N = 37) participated. Mothers rated their children's attachment security at age 3 years on the Attachment Q-Set (Waters, 1987). Sociometric ratings were collected from classmates at age 4…

Acoustical Barriers in Classrooms: The Impact of Noise on Performance in the Classroom

ERIC Educational Resources Information Center

Dockrell, Julie E.; Shield, Bridget M.

2006-01-01

There is general concern about the levels of noise that children are exposed to in classroom situations. The article reports the results of a study that explores the effects of typical classroom noise on the performance of primary school children on a series of literacy and speed tasks. One hundred and fifty-eight children in six Year 3 classes…

Reversing the Real Brain Drain: Early Years Study--A Response.

ERIC Educational Resources Information Center

Killoran, Isabel

2001-01-01

Presents concerns over the "Early Years Study" (McCain & Mustard). Focuses on diversity issues related to the readiness measure used, parenting styles, and the importance of first language development. Questions the report's definition of "developmentally-attuned." Concludes by expressing hope that the Early Years Study…

Science Careers in the Classroom.

ERIC Educational Resources Information Center

Smith, Walter S.

1983-01-01

Suggests systematically exposing early adolescents/middle school students to community people who use science in their work to demonstrate the value of science/mathematics study. Discusses activities related to classroom visits of resource personnel, sources of resource people, and Career Oriented Modules to Explore Topics in Science for grades…

Early Intervention and AAC: What a Difference 30 Years Makes.

PubMed

Romski, MaryAnn; Sevcik, Rose A; Barton-Hulsey, Andrea; Whitmore, Ani S

2015-01-01

This article provides an overview of early intervention and AAC over the 30-year period since the founding of the journal Augmentative and Alternative Communication in 1985. It discusses the global context for early intervention and addresses issues pertaining to young children from birth to 6 years of age. It provides a narrative review and synthesis of the evidence base in AAC and early intervention. Finally, it provides implications for practice and future research directions.

Teacher expectations, classroom context, and the achievement gap.

PubMed

McKown, Clark; Weinstein, Rhona S

2008-06-01

In two independent datasets with 1872 elementary-aged children in 83 classrooms, Studies 1 and 2 examined the role of classroom context in moderating the relationship between child ethnicity and teacher expectations. For Study 1 overall and Study 2 mixed-grade classrooms, in ethnically diverse classrooms where students reported high levels of differential teacher treatment (PDT) towards high and low achieving students, teacher expectations of European American and Asian American students were between .75 and 1.00 standard deviations higher than teacher expectations of African American and Latino students with similar records of achievement. In highly diverse low-PDT classrooms in Study 1 and highly diverse low-PDT mixed-grade classrooms in Study 2, teachers held similar expectations for all students with similar records of achievement. Study 3 estimated the contribution of teacher expectations to the year-end ethnic achievement gap in high- and low-bias classrooms. In high-bias classrooms, teacher expectancy effects accounted for an average of .29 and up to .38 standard deviations of the year-end ethnic achievement gap.

Early-Care and Education Teachers' Perception of High Quality Early-Care and Education Programming in Relation to Their Educational Attainment Level and Experience

ERIC Educational Resources Information Center

Bechtold, Joy Marie

2011-01-01

Early-care and education research, relative to positive outcomes for young children, birth through age five, enrolled in high quality early-care and education programs is compelling. This same research also names the classroom teacher as pivotal in establishing and maintaining high quality within their classrooms and practices. Currently, within…

The Effects of "Live Virtual Classroom" on Students' Achievement and Students' Opinions about "Live Virtual Classroom" at Distance Education

ERIC Educational Resources Information Center

Yilmaz, Ozgur

2015-01-01

This study was performed to investigate the effects of live virtual classroom on students' achievement and to determine students' opinions about the live virtual physics classroom at distance learning. 63 second-year Distance Computer Education & Instructional Technology students enrolled in this study. At the live virtual physics classroom,…

Identifying Effective Behavior Management in the Early Childhood Classroom

ERIC Educational Resources Information Center

Victor, Kelly Rae

2005-01-01

Every educator has a dream to maintain a classroom free from disruptions; one in which each child is being molded, shaped, and corrected in a loving and caring environment that inspires appropriate behavior. The purpose of this research project was to determine how to create an effective behavior management plan and effectively teach classroom…

Psychological Effects of Classroom Noise in Early Childhood Teachers

ERIC Educational Resources Information Center

Grebennikov, Leonid; Wiggins, Mark

2006-01-01

The aim of this research was to examine the relationship between exposure to classroom noise and the psychological well-being of full-time teaching staff in 14 preschool settings located across Western Sydney. The participants comprised 25 teachers, each of whom was administered a range of instruments. The results indicated that 40% of teachers…

Bullying and the Unique Socioemotional Needs of Gifted and Talented Early Adolescents: Veteran Teacher Perspectives and Practices

ERIC Educational Resources Information Center

Allen, William T., Jr.

2017-01-01

Much is written at the elementary school level concerning bullying and the socioemotional needs of gifted and talented (GT) students; however, in the last 10 years, little qualitative research exists concerning the early adolescent GT age group. In the social environment of classroom life, early and current research indicates that many of these…

The Multigrade Classroom: A Resource Handbook for Small, Rural Schools. Book 2: Classroom Organization.

ERIC Educational Resources Information Center

Vincent, Susan, Ed.

In multigrade instruction, children of at least a 2-year grade span and diverse ability levels are grouped in a single classroom and share experiences involving intellectual, academic, and social skills. "The Multigrade Classroom" is a seven-book series that provides an overview of current research on multigrade instruction, identifies key issues…

Early Literacy Instruction and Intervention

PubMed Central

Al Otaiba, Stephanie; Foorman, Barbara

2014-01-01

The purpose of this paper is to describe the efficacy of early literacy interventions and to discuss possible roles for volunteer tutors in helping prevent reading difficulties within the Response to Intervention process. First, we describe a landmark study that evaluated the impact of primary classroom instruction on reducing the proportion of students at risk for reading failure, and a more recent series of studies exploring the effects of individualizing classroom reading instruction based on students’ initial skills. Second, we review studies of more intensive early intervention to demonstrate how these interventions substantially reduce the proportion of students at risk. Third, we examine effective tutoring models that utilize volunteers. Finally, we discuss the potential role of community tutors in supporting primary classroom instruction and secondary interventions. PMID:25221452

Observations of Effective Teacher–Student Interactions in Secondary School Classrooms: Predicting Student Achievement With the Classroom Assessment Scoring System—Secondary

PubMed Central

Allen, Joseph; Gregory, Anne; Mikami, Amori; Lun, Janetta; Hamre, Bridget; Pianta, Robert

2017-01-01

Multilevel modeling techniques were used with a sample of 643 students enrolled in 37 secondary school classrooms to predict future student achievement (controlling for baseline achievement) from observed teacher interactions with students in the classroom, coded using the Classroom Assessment Scoring System—Secondary. After accounting for prior year test performance, qualities of teacher interactions with students predicted student performance on end-of-year standardized achievement tests. Classrooms characterized by a positive emotional climate, with sensitivity to adolescent needs and perspectives, use of diverse and engaging instructional learning formats, and a focus on analysis and problem solving were associated with higher levels of student achievement. Effects of higher quality teacher–student interactions were greatest in classrooms with fewer students. Implications for teacher performance assessment and teacher effects on achievement are discussed. PMID:28931966

Bilingual Education: Bilingual/Cross-Cultural Emphasis. Indian Legends and Felt Board Cut-Out Characters. Readings and Activities for Pre-School and Early Elementary School Classrooms.

ERIC Educational Resources Information Center

Bennett, Ruth; And Others

Designed for use in preschool and early elementary school classrooms, this collection of eight American Indian legends provides patterns for making feltboard cutouts of their characters and props to be used in story telling activities. Seven of the legends originate with the Hupa, Karuk, or Yurok Indians of northwestern California and one is from…

Evaluation of the Utility of a Discrete-Trial Functional Analysis in Early Intervention Classrooms

ERIC Educational Resources Information Center

Kodak, Tiffany; Fisher, Wayne W.; Paden, Amber; Dickes, Nitasha

2013-01-01

We evaluated a discrete-trial functional analysis implemented by regular classroom staff in a classroom setting. The results suggest that the discrete-trial functional analysis identified a social function for each participant and may require fewer staff than standard functional analysis procedures.

The Association between Preschool Classroom Quality and Children's Social-Emotional Problems

ERIC Educational Resources Information Center

Mohamed, Ahmed Hassan Hemdan; Marzouk, Samah Abd Al Fatah Mohamed

2016-01-01

This study examined the association between early childhood classroom quality and preschool children's social skills and emotional problems. Teachers completed the Early Childhood Environmental Rating Scale-Revised (ECERS-R) and the Devereux Early Childhood Assessment-Clinical Form (DECA-C). Participants included 141 preschool children from 10…

Activity Settings and Daily Routines in Preschool Classrooms: Diverse Experiences in Early Learning Settings for Low-Income Children

ERIC Educational Resources Information Center

Fuligni, Allison Sidle; Howes, Carollee; Huang, Yiching; Hong, Sandra Soliday; Lara-Cinisomo, Sandraluz

2012-01-01

This paper examines activity settings and daily classroom routines experienced by 3- and 4-year-old low-income children in public center-based preschool programs, private center-based programs, and family child care homes. Two daily routine profiles were identified using a time-sampling coding procedure: a High Free-Choice pattern in which…

Narrowing the Gap in Outcomes: Early Years (0-5 Years)

ERIC Educational Resources Information Center

Springate, Ian; Atkinson, Mary; Straw, Suzanne; Lamont, Emily; Grayson, Hilary

2008-01-01

This report was commissioned by the Local Government Association (LGA) to inform the Department for Children, Schools and Families (DCSF) and LGA work on "Narrowing the Gap." It focuses on early years' provision and presents findings from a review of the best evidence on narrowing the gap in outcomes across the five Every Child Matters…

Diverse Perspectives on a Flipped Biostatistics Classroom

ERIC Educational Resources Information Center

Schwartz, Todd A.; Andridge, Rebecca R.; Sainani, Kirstin L.; Stangle, Dalene K.; Neely, Megan L.

2016-01-01

"Flipping" the classroom refers to a pedagogical approach in which students are first exposed to didactic content outside the classroom and then actively use class time to apply their newly attained knowledge. The idea of the flipped classroom is not new, but has grown in popularity in recent years as the necessary technology has…

Latent profiles of problem behavior within learning, peer, and teacher contexts: identifying subgroups of children at academic risk across the preschool year.

PubMed

Bulotsky-Shearer, Rebecca J; Bell, Elizabeth R; Domínguez, Ximena

2012-12-01

Employing a developmental and ecological model, the study identified initial levels and rates of change in academic skills for subgroups of preschool children exhibiting problem behavior within routine classroom situations. Six distinct latent profile types of emotional and behavioral adjustment were identified for a cohort of low-income children early in the preschool year (N=4417). Profile types provided a descriptive picture of patterns of classroom externalizing, internalizing, and situational adjustment problems common to subgroups of children early in the preschool year. The largest profile type included children who exhibited low problem behavior and were characterized as well-adjusted to the preschool classroom early in the year. The other profile types were characterized by distinct combinations of elevated internalizing, externalizing, and situational problem behavior. Multinomial logistic regression identified younger children and boys at increased risk for classification in problem types, relative to the well-adjusted type. Latent growth models indicated that children classified within the extremely socially and academically disengaged profile type, started and ended the year with the lowest academic skills, relative to all other types. Implications for future research, policy, and practice are discussed. Copyright © 2012 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.

The Effects of a Teacher-Child Play Intervention on Classroom Compliance in Young Children in Child Care Settings

ERIC Educational Resources Information Center

Levine, Darren G.; Ducharme, Joseph M.

2013-01-01

The current study evaluated the effects of a teacher-conducted play intervention on preschool-aged children's compliance in child care settings. Study participants included 8 children ranging in age from 3 to 5 years and 5 early childhood education teachers within 5 classrooms across 5 child care centers. A combination ABAB and multiple baseline…

Enhancing early child care quality and learning for toddlers at risk: the responsive early childhood program.

PubMed

Landry, Susan H; Zucker, Tricia A; Taylor, Heather B; Swank, Paul R; Williams, Jeffrey M; Assel, Michael; Crawford, April; Huang, Weihua; Clancy-Menchetti, Jeanine; Lonigan, Christopher J; Phillips, Beth M; Eisenberg, Nancy; Spinrad, Tracy L; de Villiers, Jill; de Villiers, Peter; Barnes, Marcia; Starkey, Prentice; Klein, Alice

2014-02-01

Despite reports of positive effects of high-quality child care, few experimental studies have examined the process of improving low-quality center-based care for toddler-age children. In this article, we report intervention effects on child care teachers' behaviors and children's social, emotional, behavioral, early literacy, language, and math outcomes as well as the teacher-child relationship. The intervention targeted the use of a set of responsive teacher practices, derived from attachment and sociocultural theories, and a comprehensive curriculum. Sixty-five childcare classrooms serving low-income 2- and 3-year-old children were randomized into 3 conditions: business-as-usual control, Responsive Early Childhood Curriculum (RECC), and RECC plus explicit social-emotional classroom activities (RECC+). Classroom observations showed greater gains for RECC and RECC+ teachers' responsive practices including helping children manage their behavior, establishing a predictable schedule, and use of cognitively stimulating activities (e.g., shared book reading) compared with controls; however, teacher behaviors did not differ for focal areas such as sensitivity and positive discipline supports. Child assessments demonstrated that children in the interventions outperformed controls in areas of social and emotional development, although children's performance in control and intervention groups was similar for cognitive skills (language, literacy, and math). Results support the positive impact of responsive teachers and environments providing appropriate support for toddlers' social and emotional development. Possible explanations for the absence of systematic differences in children's cognitive skills are considered, including implications for practice and future research targeting low-income toddlers.

Language and reading instruction in early years' classrooms: the knowledge and self-rated ability of Australian teachers.

PubMed

Stark, Hannah L; Snow, Pamela C; Eadie, Patricia A; Goldfeld, Sharon R

2016-04-01

This study sought to investigate the level of knowledge of language constructs in a cohort of Australian teachers and to examine their self-rated ability and confidence in that knowledge. Seventy-eight teachers from schools across the Australian state of Victoria completed a questionnaire which included items from existing measures, as well as newly developed items. Consistent with a number of earlier Australian and international studies, teachers' explicit and implicit knowledge of basic linguistic constructs was limited and highly variable. A statistically significant correlation was found between (1) total self-rated ability and (2) years since qualification and experience teaching the early years of primary school; however, no relationship was found between self-rated ability and overall performance on knowledge items. Self-rated ability to teach phonemic awareness and phonics had no relationship with demonstrated knowledge in these areas. Teachers were most likely to rate their ability to teach skills including spelling, phonics, comprehension or vocabulary as either moderate or very good. This was despite most respondents demonstrating limited knowledge and stating that they did not feel confident answering questions about their knowledge in these areas. The findings from this study confirm that in the field of language and literacy instruction, there is a gap between the knowledge that is theoretically requisite, and therefore expected, and the actual knowledge of many teachers. This finding challenges current pre-service teacher education and in-service professional learning.

Back to Basics: Working with Young Children with Autism in Inclusive Classrooms

ERIC Educational Resources Information Center

Deris, Aaron R.; Di Carlo, Cynthia F.

2013-01-01

Young children with autism benefit from various adaptations made to an early childhood classroom. This article includes modifications for both teacher-directed and child-initiated activities. Adaptations are given for the classroom environment, daily schedule, sensory needs, transitions and general teaching strategies. The techniques described are…

The Effect of Flipped Classroom Model on Students' Classroom Engagement in Teaching English

ERIC Educational Resources Information Center

Ayçiçek, Burak; Yanpar Yelken, Tugba

2018-01-01

In the current study, the aim is to determine the effect of flipped classroom model on students' classroom engagement in teaching English. This research was conducted within the English course for four weeks period in the Spring term in 2016-2017 school year in a secondary school in the city of Hatay. In the study, pretest/post-test…

Early Enrollees and Peer Age Effect: First Evidence from INVALSI Data

ERIC Educational Resources Information Center

Ordine, Patrizia; Rose, Giuseppe; Sposato, Daniela

2015-01-01

This paper estimates peer age effect on educational outcomes of Italian pupils attending primary school by exploiting changes in enrollment rules over the last few years. The empirical procedure allows to understand if there is selection in classroom formation, arguing that in the absence of pupils sorting by early age at school entry, it is…

Interactions, Intersections and Improvisations: Studying the Multimodal Texts and Classroom Talk of Six- to Seven-Year-Olds

ERIC Educational Resources Information Center

Pahl, Kate

2009-01-01

This article examines the relationship between children's talk in the classroom and their multimodal texts. The article uses an analytic framework derived from Bourdieu's concept of habitus to examine how 6-7-year-old children's regular ways of being and doing can be found in their multimodal texts together with their talk (Bourdieu, 1977, 1990).…

Intentional Process for Intentional Space: Higher Education Classroom Spaces for Learning

ERIC Educational Resources Information Center

Olsen, Taimi; Guffey, Stanley

2016-01-01

This chapter addresses the confluence of theory and practice in developing and using "flexible" classrooms for student learning. A large classroom building renovation will be described, in terms of how collaboration and co-creation of value led to early success of the renovated space. Co-creation of value for staff and faculty can help…

Classroom phonological awareness instruction and literacy outcomes in the first year of school.

PubMed

Carson, Karyn L; Gillon, Gail T; Boustead, Therese M

2013-04-01

Despite strong investment in raising literacy achievement for all children, significant inequalities in literacy outcomes continue to exist among some of the world's most advanced economies. This study investigated the influence of a short, intensive period of phonological awareness (PA) instruction implemented by classroom teachers on raising the literacy achievement of children with and without spoken language impairment (SLI). A quasi-experimental design was employed to measure the PA, reading, and spelling development of one hundred twenty-nine 5-year-olds. Thirty-four children received 10 weeks of PA instruction from their teachers. Ninety-five children continued with their usual reading program, which included phonics instruction but did not target PA. Children who received PA instruction demonstrated superior literacy outcomes compared to children who followed the usual literacy curriculum. Children with SLI showed significant improvements in PA, reading, and spelling but had a different pattern of response to instruction compared to children with typical language. Importantly, the number of children experiencing word decoding difficulties at the end of the program was 26% among children who followed the usual literacy curriculum compared to 6% among children who received the PA instruction. A short, intensive period of classroom PA instruction can raise the literacy profiles of children with and without spoken language difficulties.

Classroom Reading Specialist Program. Year-end Report. Volume II.

ERIC Educational Resources Information Center

Evans, Martha; And Others

As the second in a four volume final report of a Right to Read preservice, competency-based modular reading specialist project, this volume presents the module outlines for components two through six of the classroom program. Component two (readiness and beginning reading) trains the students in language development, dialect differences, language…

Classroom Reading Specialist Program. Year-end Report. Volume III.

ERIC Educational Resources Information Center

Earle, Richard; And Others

As the third in a four volume final report of a Right to Read preservice competency-based, modular reading specialist project, this volume presents the module outlines for components seven, eight and nine of the classroom program. Component seven, administration and supervision, offers on-the-job practical training where students experience…

Training of Classroom Relevant Behaviors with the "Staats Box." Technical Report #9.

ERIC Educational Resources Information Center

Sueoka, Sarah; And Others

This case study of a kindergarten boy in the Kamehameha Early Education Program (KEEP) suggests that specific operant training in school-relevant behaviors can facilitate classroom adjustment if the training is coordinated with the regular classroom teacher. The subject, considered unmanageable, hyperactive, and aggressive by the staff at his…

Assessing the Mathematical Thinking of Young Children in New Zealand: The Initial School Years

ERIC Educational Resources Information Center

Young-Loveridge, Jenny

2011-01-01

This paper provides an overview of assessment policy and practice in mathematics for early years classrooms in New Zealand between 1993 and the present day. It describes the introduction of school entry assessment for children starting school at age five. A numeracy initiative, the Numeracy Development Projects (NDP), for students in Years 1-10…

New Perspectives: TA Preparation for Critical Literacy in First Year Composition.

ERIC Educational Resources Information Center

Duffelmeyer, Barb Blakely

2002-01-01

Notes that new teaching assistants (TAs) and first year composition students similarly grapple with ambiguity, multiplicity, and open-endedness. Contends that new TAs' queries and early classroom experiences can provide a valuable occasion to re-balance the emphasis in a pro-seminar between teaching and learning. Presents strategies for addressing…

Promoting Health Literacy in the Classroom

ERIC Educational Resources Information Center

Bruselius-Jensen, Maria; Bonde, Ane Høstgaard; Christensen, Julie Hellesøe

2017-01-01

Objective: Research has shown that developing health literacy in early life is critical to reducing lifestyle-related diseases, with schools being identified as central settings for this purpose. This paper examines how one classroom-based health educational programme, "IMOVE," helped Danish primary school pupils develop health literacy…

Classroom-Based Narrative and Vocabulary Instruction: Results of an Early-Stage, Nonrandomized Comparison Study

ERIC Educational Resources Information Center

Gillam, Sandra Laing; Olszewski, Abbie; Fargo, Jamison; Gillam, Ronald B.

2014-01-01

Purpose: This nonrandomized feasibility study was designed to provide a preliminary assessment of the impact of a narrative and vocabulary instruction program provided by a speech-language pathologist (SLP) in a regular classroom setting. Method: Forty-three children attending 2 first-grade classrooms participated in the study. Children in each…

Evaluation of the utility of a discrete-trial functional analysis in early intervention classrooms.

PubMed

Kodak, Tiffany; Fisher, Wayne W; Paden, Amber; Dickes, Nitasha

2013-01-01

We evaluated a discrete-trial functional analysis implemented by regular classroom staff in a classroom setting. The results suggest that the discrete-trial functional analysis identified a social function for each participant and may require fewer staff than standard functional analysis procedures. © Society for the Experimental Analysis of Behavior.

Science Students' Classroom Discourse: Tasha's Umwelt

NASA Astrophysics Data System (ADS)

Arnold, Jenny

2012-04-01

Over the past twenty-five years researchers have been concerned with understanding the science student. The need for such research is still grounded in contemporary issues including providing opportunities for all students to develop scientific literacy and the failure of school science to connect with student's lives, interests and personal identities. The research reported here is unusual in its use of discourse analysis in social psychology to contribute to an understanding of the way students make meaning in secondary school science. Data constructed for the study was drawn from videotapes of nine consecutive lessons in a year-seven science classroom in Melbourne, post-lesson video-stimulated interviews with students and the teacher, classroom observation and the students' written work. The classroom videotapes were recorded using four cameras and seven audio tracks by the International Centre for Classroom Research at the University of Melbourne. Student talk within and about their science lessons was analysed from a discursive perspective. Classroom episodes in which students expressed their sense of personal identity and agency, knowledge, attitude or emotion in relation to science were identified for detailed analysis of the function of the discourse used by students, and in particular the way students were positioned by others or positioned themselves. This article presents the discursive Umwelt or life-space of one middle years science student, Tasha. Her case is used here to highlight the complex social process of meaning making in science classrooms and the need to attend to local moral orders of rights and duties in research on student language use, identity and learning in science.

Friendship and Alcohol Use in Early Adolescence: A Multilevel Social Network Approach

ERIC Educational Resources Information Center

Knecht, Andrea B.; Burk, William J.; Weesie, Jeroen; Steglich, Christian

2011-01-01

This study applies multilevel social network analytic techniques to examine processes of homophilic selection and social influence related to alcohol use among friends in early adolescence. Participants included 3,041 Dutch youth (M age =12 years, 49% female) from 120 classrooms in 14 schools. Three waves with 3-month intervals of friendship…

Perceptions of Senior-Year ELT Students for Flipped Classroom: A Materials Development Course

ERIC Educational Resources Information Center

Adnan, Müge

2017-01-01

This paper describes a structured attempt to integrate the flipped classroom model into a senior-level course at the higher education level. This study's purpose is to examine and compare the impact of flipped classrooms versus non-flipped as a means to contribute to the growing line of research on flipped teaching through an evaluation of both…

Development of Classroom Management Scale for Science Teachers

ERIC Educational Resources Information Center

Temli-Durmus, Yeliz

2016-01-01

Students cannot learn in chaotic, badly managed classrooms. In the first years of teaching experiences, teachers revealed that novice teachers came to recognize the importance of discipline skills and classroom management for effective instruction. The purpose of the study was (i) to develop Science teachers' views towards classroom management…

CLASSROOM INTERACTION, PUPIL ACHIEVEMENT AND ADJUSTMENT IN TEAM TEACHING AS COMPARED WITH THE SELF-CONTAINED CLASSROOM.

ERIC Educational Resources Information Center

LAMBERT, PHILIP; AND OTHERS

EXPLORED ARE TEACHING AND LEARNING RELATIONSHIPS OR FORMS OF CLASSROOM INTERACTION IN THE TEAM TEACHING ARRANGEMENT, AND THE DIFFERENCES BETWEEN THESE AND TRADITIONAL CLASSROOM INTERACTION WITH RESPECT TO STUDENT ADJUSTMENT AND STUDENT ACHIEVEMENT. AN ATTEMPT WAS MADE TO IMPROVE THE SOPHISTICATION OF EDUCATIONAL RESEARCH INSTRUMENTS. A 2-YEAR TEAM…

Science beyond the Classroom Boundaries

ERIC Educational Resources Information Center

Feasey, Rosemary; Bianchi, Lynne

2011-01-01

There have been many years of innovation in primary science education. Surprisingly, however, most of this has taken place within the confines of the classroom. What primary science has not yet done with universal success is step outside the classroom boundaries to use the school grounds for teaching and learning across all aspects of the science…

The First Three Years: Experiences of Early Career Teachers

ERIC Educational Resources Information Center

Fenwick, Ashley

2011-01-01

This study considers two discourses of current relevance to national and international educators--early professional learning (EPL) and curriculum change. Induction arrangements for early career teachers (ECTs), EPL and informal learning have received considerable attention in the past few years. Changes to induction inevitably have knock-on…

Associations of Newly Qualified Teachers' Beliefs with Classroom Management Practices and Approaches to Instruction over One School Year

ERIC Educational Resources Information Center

Aus, Kati; Jõgi, Anna-Liisa; Poom-Valickis, Katrin; Eisenschmidt, Eve; Kikas, Eve

2017-01-01

We focus on assessing whether newly qualified teachers' professional outcome expectations and their beliefs about students' intellectual potential are associated with teachers' self-reported classroom management and instructional practices. One hundred and eighteen novice teachers participating in the induction year programme were studied during…

Monitoring Implementation of Active Learning Classrooms at Lethbridge College, 2014-2015

ERIC Educational Resources Information Center

Benoit, Andy

2017-01-01

Having experienced preliminary success in designing two active learning classrooms, Lethbridge College developed an additional eight active learning classrooms as part of a three-year initiative spanning 2014-2017. Year one of the initiative entailed purchasing new audio-visual equipment and classroom furniture followed by installation. This…

Canadian Sedentary Behaviour Guidelines for the Early Years (aged 0-4 years).

PubMed

Tremblay, Mark S; Leblanc, Allana G; Carson, Valerie; Choquette, Louise; Connor Gorber, Sarah; Dillman, Carrie; Duggan, Mary; Gordon, Mary Jane; Hicks, Audrey; Janssen, Ian; Kho, Michelle E; Latimer-Cheung, Amy E; Leblanc, Claire; Murumets, Kelly; Okely, Anthony D; Reilly, John J; Stearns, Jodie A; Timmons, Brian W; Spence, John C

2012-04-01

The Canadian Society for Exercise Physiology (CSEP), with assistance from multiple partners, stakeholders, and researchers, developed the first Canadian Sedentary Behaviour Guidelines for the Early Years (aged 0-4 years). These national guidelines are in response to a call from health and health care professionals, child care providers, and fitness practitioners for guidance on sedentary behaviour in the early years. The guideline development process followed the Appraisal of Guidelines for Research Evaluation (AGREE) II framework. The recommendations are informed by evidence from a systematic review that examined the relationships between sedentary behaviour (predominantly screen time) and health indicators (healthy body weight, bone and skeletal health, motor skill development, psychosocial health, cognitive development, and cardio-metabolic disease risk factors) for three age groups (infants aged <1 year; toddlers aged 1-2 years; preschoolers aged 3-4 years). Evidence from the review was assessed using the Grading of Recommendations Assessment, Development and Evaluation (GRADE) system. The new guidelines include a preamble to provide context, followed by the specific recommendations. The final guidelines benefitted from extensive on-line consultations with input from >900 domestic and international stakeholders, end-users, and key informants. The final guidelines state: for healthy growth and development, caregivers should minimize the time infants (aged <1 year), toddlers (aged 1-2 years), and preschoolers (aged 3-4 years) spend being sedentary during waking hours. This includes prolonged sitting or being restrained (e.g., stroller, high chair) for more than 1 h at a time. For those under 2 years, screen time (e.g., TV, computer, electronic games) is not recommended. For children 2-4 years, screen time should be limited to under 1 h per day; less is better.

Supporting students' strategic competence: a case of a sixth-grade mathematics classroom

NASA Astrophysics Data System (ADS)

Özdemir, İ. Elif Yetkin; Pape, Stephen J.

2012-06-01

Mathematics education research has documented several classroom practices that might influence student self-regulation. We know little, however, about the ways these classroom practices could be structured in real classroom settings. In this exploratory case study, we purposefully selected a sixth-grade mathematics teacher who had participated in a professional development program focussed on NCTM standards and SRL in the mathematics classroom for extensive classroom observation. The purpose was to explore how and to what extend she structured classroom practices to support strategic competence in her students. Four features of classroom practices were found as evidence for how strategic competence was potentially supported in this classroom: (a) allowing autonomy and shared responsibility during the early stages of learning, (b) focusing on student understanding, (c) creating contexts for students to learn about strategic learning and to exercise strategic behaviour, and (d) helping students to personalise strategies by recognising their ideas and strategic behaviours.

Systemize Classroom Management to Enhance Teaching and Learning

ERIC Educational Resources Information Center

Delman, Douglas J.

2011-01-01

Good classroom management is one of the most important goals teachers strive to establish from the first day of class. The rules, procedures, activities, and behaviors set the classroom tone throughout the school year. By revising, updating, and systemizing classroom management activities, teachers can eliminate many problems created by students…

Neighborhood Economic Disadvantage and Children's Cognitive and Social-Emotional Development: Exploring Head Start Classroom Quality as a Mediating Mechanism.

PubMed

McCoy, Dana Charles; Connors, Maia C; Morris, Pamela A; Yoshikawa, Hirokazu; Friedman-Krauss, Allison H

Past research has shown robust relationships between neighborhood socioeconomic disadvantage and children's school achievement and social-emotional outcomes, yet the mechanisms for explaining these relationships are poorly understood. The present study uses data from 1,904 Head Start participants enrolled in the Head Start Impact Study to examine the role that classroom structural and relational quality play in explaining the association between neighborhood poverty and children's developmental gains over the preschool year. Results suggest that neighborhood poverty is directly related to lower levels of classroom quality, and lower gains in early literacy and math scores. Indirect relationships were also found between neighborhood poverty and children's social-emotional outcomes (i.e., approaches to learning and behavior problems) via differences in the physical resources and negative student-teacher relationships within classrooms. These findings highlight the need for policy initiatives to consider community characteristics as potential predictors of disparities in classroom quality and children's cognitive and social-emotional development in Head Start.

Instructor Perceptions of Using a Mobile-Phone-Based Free Classroom Response System in First-Year Statistics Undergraduate Courses

ERIC Educational Resources Information Center

Dunn, Peter K.; Richardson, Alice; McDonald, Christine; Oprescu, Florin

2012-01-01

Student engagement at first-year level is critical for student achievement, retention and success. One way of increasing student engagement is to use a classroom response system (CRS), the use of which has been associated with positive educational outcomes by fostering student engagement and by allowing immediate feedback to both students and…

Using Psychology in the Physics Classroom: Five Steps to Improving Classroom Effectiveness

NASA Astrophysics Data System (ADS)

Brown, Jo-Anne

2018-01-01

Psychology has been an avocation of mine for almost 20 years, and over the past decade I have begun integrating this knowledge into my classroom. My first introduction to psychology was through the Myers-Briggs Type Indicator®. MBTI looks at preferences in how people interact with the world around them. By recognizing how different students receive, process, and communicate information, and how my communication style likely interacts with theirs, I have been able to improve my competence in the classroom. For example, my student evaluations have gone from the low- to mid-5's 13 years ago to mid-6's (out of 7) consistently over the last five years, during which time I have also won four teaching awards and have been nominated for one more at my institution.

Early Childhood Development in Abbotsford, British Columbia. Understanding the Early Years

ERIC Educational Resources Information Center

Human Resources Development Canada, 2003

2003-01-01

Understanding the Early Years (UEY) is a national research initiative. It provides communities with information to enable them to make informed decisions about the best policies and most appropriate programs for Canadian families with young children. This report is based on one of seven communities studied in 2001-2002. Children's outcomes were…

Early Childhood Development in Niagara Falls, Ontario. Understanding the Early Years

ERIC Educational Resources Information Center

Wilms, Douglas J.

2003-01-01

Understanding the Early Years (UEY) is a national research initiative. It provides communities with information to enable them to make informed decisions about the best policies and most appropriate programs for Canadian families with young children. This report is based on one of seven communities studied in 2001-2002. Children's outcomes were…

Ecology and Development in Classroom Communication

ERIC Educational Resources Information Center

Barowy, William; Smith, Jeanne Elser

2008-01-01

Drawing upon observer participation in a first grade classroom, we present a systemic functional analysis of classroom communication located in relation to social semiotics, cultural historical activity theory, and ecological psychology, relating context to meaning making. Two years of observation include field notes, student assessments, audio…

From Student to Teacher in Thirty-Four Years

ERIC Educational Resources Information Center

Plass, Richie

2003-01-01

Back in the early 1990s the author applied for a spot with the Teacher Corps Program on his reservation. The program stated that he could go to school in the morning and be in the classroom in the afternoon. It was an accelerated program, and he would be a teacher in less than four years. As he was being interviewed for the spot, the man leading…

Measuring engagement in fourth to twelfth grade classrooms: the Classroom Engagement Inventory.

PubMed

Wang, Ze; Bergin, Christi; Bergin, David A

2014-12-01

Research on factors that may promote engagement is hampered by the absence of a measure of classroom-level engagement. Literature has suggested that engagement may have 3 dimensions--affective, behavioral, and cognitive. No existing engagement scales measure all 3 dimensions at the classroom level. The Classroom Engagement Inventory (CEI) was developed to fill this gap. In Study 1, exploratory and confirmatory factor analyses were conducted on data from 3,481 students from the 4th to 12th grade. The results suggested a 4-factor model of the CEI. Using these results, in Study 2 several items were revised and data were collected 1 year later from 4th to 12th grade students in the same school district as Study 1. Analyses were conducted on data from 3,560 students after data cleaning. A series of potential models was tested. The final results suggest a 5-factor 24-item CEI: (1) Affective Engagement, (2) Behavioral Engagement-Compliance, (3) Behavioral Engagement-Effortful Class Participation, (4) Cognitive Engagement, and (5) Disengagement. Results advance understanding of the construct of classroom engagement. The CEI fills a significant gap in measurement of engagement. The CEI is classroom level, measures multiple dimensions of engagement, uses self-report, is relatively short, and can be readily administered in classrooms from the 4th to 12th grade. PsycINFO Database Record (c) 2014 APA, all rights reserved.

Segments and Stutters: Early Years Teachers and Becoming-Professional

ERIC Educational Resources Information Center

Fairchild, Nikki

2017-01-01

There has been extensive research and analysis of the professionalization of early childhood educators/teachers. The recent promotion of a teacher-led workforce in England has further focused discussions on the modelling of early years teachers as professionals. In this article, the author develops an alternative analysis using the concepts of…

Strategies, Systems and Services: A Northern Ireland Early Years Policy Perspective

ERIC Educational Resources Information Center

McMillan, Dorothy J.; McConnell, Barbara

2015-01-01

Following a lengthy consultation process across Northern Ireland (NI), 2013 saw the publication of Learning to Learn: A Framework for Early Years Education and Learning [DE (Department of Education). 2013. "Learning to Learn: A Framework for Early Years Education and Learning." Accessed July 15, 2014.…

Early Childhood Educators' Perceived and Actual Metalinguistic Knowledge, Beliefs and Enacted Practice about Teaching Early Reading

ERIC Educational Resources Information Center

Hammond, Lorraine

2015-01-01

Results of influential reports on early literacy have drawn attention to the need for early childhood educators to take up a more explicit, teacher-directed approach to beginning reading. Positive classroom results however are in part dependent upon teacher knowledge and this study investigated the relationship between early childhood educators'…

Classroom Management in Diverse Classrooms

ERIC Educational Resources Information Center

Milner, H. Richard, IV; Tenore, F. Blake

2010-01-01

Classroom management continues to be a serious concern for teachers and especially in urban and diverse learning environments. The authors present the culturally responsive classroom management practices of two teachers from an urban and diverse middle school to extend the construct, culturally responsive classroom management. The principles that…

Association of Classroom Participation and Examination Performance in a First-Year Medical School Course

ERIC Educational Resources Information Center

Millis, Richard M.; Dyson, Sharon; Cannon, Dawn

2009-01-01

The advent of internet-based delivery of basic medical science lectures may unintentionally lead to decreased classroom attendance and participation, thereby creating a distance learning paradigm. In this study, we tested the hypothesis that classroom attendance/participation may be positively correlated with performance on a written examination…

Let's Dance the "Robot Hokey-Pokey!": Children's Programming Approaches and Achievement throughout Early Cognitive Development

ERIC Educational Resources Information Center

Flannery, Louise P.; Bers, Marina Umaschi

2013-01-01

Young learners today generate, express, and interact with sophisticated ideas using a range of digital tools to explore interactive stories, animations, computer games, and robotics. In recent years, new developmentally appropriate robotics kits have been entering early childhood classrooms. This paper presents a retrospective analysis of one…

Dyslexia in the Early Years: A Handbook for Practice

ERIC Educational Resources Information Center

Reid, Gavin

2017-01-01

Research has shown that early identification and intervention is crucial and can in fact minimise, and may even prevent, the challenges of dyslexia from becoming too detrimental at later stages of education. This book offers both research insights and practical guidance for teachers working in Early Years settings on how to create resource…

Supplementing an Educational Video Series with Video-Related Classroom Activities and Materials

ERIC Educational Resources Information Center

Golos, Debbie B.; Moses, Annie M.

2015-01-01

Teachers of deaf children express concern over a lack of curricular materials appropriate for and beneficial to the deaf population, particularly for language and literacy development and in early childhood classrooms. In addition, more and more deaf children are attending classrooms in which their teachers may not be fluent in ASL. This, too,…

Early Years Teachers' Perspectives on Teaching through Multiple Metaphors and Multimodality

ERIC Educational Resources Information Center

Mildenhall, Paula

2015-01-01

Recent research findings indicate that using multiple metaphors in multimodal learning experiences are effective teaching approaches in early years mathematics. Using a social semiotic lens this paper reports on eight early years teachers' perceptions of this approach whilst engaging in a small collaborative professional learning group. This group…

Classroom Race/Ethnic Composition, Family-School Connections, and the Transition to School

PubMed Central

Benner, Aprile D.; Yan, Ni

2015-01-01

Using data from the Early Childhood Longitudinal Study–Kindergarten Cohort (N = 13,970), we examined whether two aspects of school-family connections—parental involvement and communication quality—accounted for the association between classroom composition and children's academic and socioemotional functioning following the transition to elementary school. For students with more same-race/ethnic representation in their classrooms, greater classroom race/ethnic diversity promoted more parental involvement, which in turn promoted children's interpersonal skills and reading achievement. Classroom diversity made little difference on parental involvement when students had fewer same-race/ethnic peers in the classroom. Teacher-parent communication quality did not emerge as an explanatory mechanism, and findings did not vary by the race/ethnic match between students and their teachers. PMID:26549968

Aligning Teaching to Learning: A 3-Year Study Examining the Embedding of Language and Argumentation into Elementary Science Classrooms

ERIC Educational Resources Information Center

Hand, Brian; Norton-Meier, Lori A.; Gunel, Murat; Akkus, Recai

2016-01-01

How can classrooms become communities of inquiry that connect intellectually challenging science content with language-based activities (opportunities to talk, listen, read, and write) especially in settings with diverse populations? This question guided a 3-year mixed-methods research study using the Science Writing Heuristic (SWH) approach in…

Early Professional Development in the Scottish Context: Pre-Service High School Teachers and the Management of Behaviour in Classrooms

ERIC Educational Resources Information Center

Hamilton, Lorna

2015-01-01

This paper gives an account of an exploratory piece of research focused on understanding more fully the nature of pre-service teachers' developing approaches to classroom behaviour management on a one-year postgraduate teacher education programme in the Scottish context. Drawing on individual and focus group interviews as well as journaling of…

The Relationship between Classroom Quality-Related Variables and Engagement Levels in Swedish Preschool Classrooms: A Longitudinal Study

ERIC Educational Resources Information Center

Castro, Susana; Granlund, Mats; Almqvist, Lena

2017-01-01

Child engagement has been defined as active participation in classroom routines, appropriate interactions with the environment and it also predicts academic achievement. Therefore, it is necessary to identify predictors of engagement over time. Moreover, cross-cultural data is needed to provide a global picture of the quality of Early Childhood…

Neighborhood Economic Disadvantage and Children’s Cognitive and Social-Emotional Development: Exploring Head Start Classroom Quality as a Mediating Mechanism

PubMed Central

McCoy, Dana Charles; Connors, Maia C.; Morris, Pamela A.; Yoshikawa, Hirokazu; Friedman-Krauss, Allison H.

2015-01-01

Past research has shown robust relationships between neighborhood socioeconomic disadvantage and children’s school achievement and social-emotional outcomes, yet the mechanisms for explaining these relationships are poorly understood. The present study uses data from 1,904 Head Start participants enrolled in the Head Start Impact Study to examine the role that classroom structural and relational quality play in explaining the association between neighborhood poverty and children’s developmental gains over the preschool year. Results suggest that neighborhood poverty is directly related to lower levels of classroom quality, and lower gains in early literacy and math scores. Indirect relationships were also found between neighborhood poverty and children’s social-emotional outcomes (i.e., approaches to learning and behavior problems) via differences in the physical resources and negative student-teacher relationships within classrooms. These findings highlight the need for policy initiatives to consider community characteristics as potential predictors of disparities in classroom quality and children’s cognitive and social-emotional development in Head Start. PMID:25937703

An "Appropriate" Test Taker: The Everyday Classroom during the National Testing Period in School Year Three in Sweden

ERIC Educational Resources Information Center

Silfver, Eva; Sjöberg, Gunnar; Bagger, Anette

2016-01-01

This article draws on data from a bigger project where we explore what is taking place in the daily life of classrooms during the national testing period in mathematics for 9-10-year-old children in Sweden. Data were produced by observations, video-recordings and interviews with children. The article shows on a micro level how assessment trends,…

Early Adolescence: Understanding the 10 to 15 Year Old.

ERIC Educational Resources Information Center

Caissy, Gail A.

Early adolescence, the period from 10 to 15 years, is a significant transitional period in human development, marking the crossroads between childhood and young adulthood. This book is designed as a guide for parents, teachers, or anyone else who has contact with and who would like to better understand early adolescent children. The chapters in…

Classroom Preschool Science Learning: The Learner, Instructional Tools, and Peer-Learning Assignments

NASA Astrophysics Data System (ADS)

Reuter, Jamie M.

The recent decades have seen an increased focus on improving early science education. Goals include helping young children learn about pertinent concepts in science, and fostering early scientific reasoning and inquiry skills (e.g., NRC 2007, 2012, 2015). However, there is still much to learn about what constitutes appropriate frameworks that blend science education with developmentally appropriate learning environments. An important goal for the construction of early science is a better understanding of appropriate learning experiences and expectations for preschool children. This dissertation examines some of these concerns by focusing on three dimensions of science learning in the preschool classroom: (1) the learner; (2) instructional tools and pedagogy; and (3) the social context of learning with peers. In terms of the learner, the dissertation examines some dimensions of preschool children's scientific reasoning skills in the context of potentially relevant, developing general reasoning abilities. As young children undergo rapid cognitive changes during the preschool years, it is important to explore how these may influence scientific thinking. Two features of cognitive functioning have been carefully studied: (1) the demonstration of an epistemic awareness through an emerging theory of mind, and (2) the rapid improvement in executive functioning capacity. Both continue to develop through childhood and adolescence, but changes in early childhood are especially striking and have been neglected as regards their potential role in scientific thinking. The question is whether such skills relate to young children's capacity for scientific thinking. Another goal was to determine whether simple physics diagrams serve as effective instructional tools in supporting preschool children's scientific thinking. Specifically, in activities involving predicting and checking in scientific contexts, the question is whether such diagrams facilitate children's ability to

Effects of a Tailored Incredible Years Teacher Classroom Management Programme on On-Task Behaviour of School Children with ADHD in Addis Ababa

ERIC Educational Resources Information Center

Mohammed, Feruz

2018-01-01

Attention-Deficit/Hyperactivity Disorder (ADHD) is a persistent pattern of behaviours characterized by inattention, hyperactivity and impulsivity. This study evaluates the effects of a tailored Incredible Years Teacher Classroom Management (IYTCM) programme aimed to improve participating children's on-task behaviour in a group of 6 to 10 year old…

Challenging Behaviors in Early Childhood Settings: Creating a Place for All Children

ERIC Educational Resources Information Center

Hart Bell, Susan; Carr, Victoria W.; Denno, Dawn; Johnson, Lawrence J.; Phillips, Louise R.

2004-01-01

Learn to manage a wide range of challenging behaviors in early childhood settings with this strategy-filled resource for teachers and other professionals. Based on the latest research and the authors' classroom experience, the book helps early childhood teams assess the classroom environment and link effective behavioral interventions to…

Parent-rated externalizing behavior in preschoolers: the predictive utility of structured interviews, teacher reports, and classroom observations.

PubMed

Doctoroff, Greta L; Arnold, David H

2004-12-01

This study investigated multiple forms of home and school assessment as predictors of parent-rated behavior problems across a preschool year. Participants were a community sample of 79 preschool children, their parents, and their teachers. Parent ratings of behavior problems were obtained toward the beginning of the school year and approximately 6 months later. Behavior problems were also assessed early in the school year using parent structured interviews, teacher-rating scales, and classroom observations of problem and prosocial behavior. Consistent with hypotheses, each assessment method significantly predicted year-end parent ratings of behavior problems, even above initial ratings.

Children at Play: Learning Gender in the Early Years

ERIC Educational Resources Information Center

Martin, Barbara

2011-01-01

This captivating book illuminates our understanding of how young children develop gender identities. A two year longitudinal research project on children's own understandings of gender casts new light on how 3 and 4 year old newcomers in early years classes learn rules for gendered behaviour from older children, in their imaginative and…

First grade classroom-level adversity: Associations with teaching practices, academic skills, and executive functioning.

PubMed

Abry, Tashia; Granger, Kristen L; Bryce, Crystal I; Taylor, Michelle; Swanson, Jodi; Bradley, Robert H

2018-05-24

Using data from the National Institute of Child Health and Human Development Study of Early Child Care and Youth Development and a model-building approach, the authors examined direct and indirect associations between first-grade (G1) classroom-level adversity (CLA), G1 teaching practices, and student (N = 1,073; M = 6.64 years; 49% girls; 82% White) academic skills and executive functioning in G1 and third grades (G3). Teachers reported the prevalence of adversity among their students (e.g., poor home/family life, poor academic/social readiness). Observers rated G1 teaching practices: teachers' classroom management, controlling instruction, and amount of academic instruction (classroom observation system). Children completed literacy and math assessments at 54 months, G1, and G3 (Woodcock Johnson Letter-Word Identification and Applied Problems), and executive functioning at G1 and G3 (Tower of Hanoi). Direct associations emerged between CLA and controlling instruction (positive), classroom management, and academic instruction (both negative). In addition, CLA was related to G1 literacy (but not math) directly and indirectly via classroom management (negatively) and controlling instruction (positively). The addition of G3 outcomes revealed a negative direct longitudinal association between CLA and G3 executive functioning, and indirect associations with G3 literacy and math through G1 teaching practices and literacy. Results support the notion that collective student characteristics influence student outcomes in part through teaching practices and suggest that teachers and students may benefit from the diffusion of high-adversity classroom compositions when possible. Moreover, in high-adversity classrooms teachers and students may benefit from supports targeting classroom management and foundational student competencies. (PsycINFO Database Record (c) 2018 APA, all rights reserved).

The Early Years: Embracing the Challenges. 1997 Early Years of Schooling Conference Proceedings (Melbourne, Australia, July 20-21, 1997).

ERIC Educational Resources Information Center

Victoria Education Dept. (Australia).

These conference proceedings comprise 19 papers and the plenary session presented at the Early Years Schooling Conference held in Melbourne, Australia. The plenary session was "A Developmental Approach to Teaching Young Children" conducted by Lilian Katz. The keynote addresses and breakout sessions were: (1) "Developmental Learning:…

The Littlest Historians: Early Years Programming in History Museums

ERIC Educational Resources Information Center

Leftwich, Mariruth; Haywood, Clare

2016-01-01

Working with children under five years old and the adults that accompany them is a rapidly growing area within the museum and wider cultural sector, with important emphasis being placed on early learning in both the United Kingdom and United States. For history museums in particular, early learning offers a unique set of questions and challenges,…

The sign language skills classroom observation: a process for describing sign language proficiency in classroom settings.

PubMed

Reeves, J B; Newell, W; Holcomb, B R; Stinson, M

2000-10-01

In collaboration with teachers and students at the National Technical Institute for the Deaf (NTID), the Sign Language Skills Classroom Observation (SLSCO) was designed to provide feedback to teachers on their sign language communication skills in the classroom. In the present article, the impetus and rationale for development of the SLSCO is discussed. Previous studies related to classroom signing and observation methodology are reviewed. The procedure for developing the SLSCO is then described. This procedure included (a) interviews with faculty and students at NTID, (b) identification of linguistic features of sign language important for conveying content to deaf students, (c) development of forms for recording observations of classroom signing, (d) analysis of use of the forms, (e) development of a protocol for conducting the SLSCO, and (f) piloting of the SLSCO in classrooms. The results of use of the SLSCO with NTID faculty during a trial year are summarized.

Master Classrooms: Classroom Design with Technology in Mind.

ERIC Educational Resources Information Center

Conway, Kathryn

Technology is changing the classroom requiring new design features and considerations to make the classroom flexible and interactive with the teaching process. The design of a Master Classroom, a product of the Classroom Improvement Project at the University of North Carolina at Chapel Hill, is described. These classrooms are specially-equipped to…

Creatively Encountering Languages in Caregiving and in the Early Childhood Classroom

ERIC Educational Resources Information Center

Madera, Piña

2015-01-01

For years, research has shown that language learning at an early age has great benefits. Most recently, a May 2015 study published in "Science Daily" suggests that exposure to multiple languages in childhood produces better communicators ("Children exposed to multiple languages"). A 2014 study in Singapore showed that infants…

The Unfolding of a Pre-Kindergarten Program for Four Year Olds.

ERIC Educational Resources Information Center

Bouchard, Ruth Ann; Mackler, Bernard

This report provides an in-depth description of an early (1965) Head Start classroom for 4-year-olds in Harlem, New York City. It is based on direct, in-class observation, but standardized tests and interviews were also utilized. The teacher is described in terms of her role in the preschool, and her behavior in interaction with children and…

Implementing Technology in the Classroom: Paths to Success and Failure.

ERIC Educational Resources Information Center

Harvey, Glen; And Others

This paper discusses the change process experienced by teachers participating in a study of a computer-based language arts instructional program for the early elementary grades--the Apple Learning Series: Early Language (ALS-EL). The study explored ways in which the teachers were implementing ALS-EL in their classrooms before attempting to…

Classroom interactions: exploring the practices of high- and low-expectation teachers.

PubMed

Rubie-Davies, Christine M

2007-06-01

Early research exploring teacher expectations concentrated on the dyadic classroom interactions of teachers with individual students. More recent studies have shown whole class factors to have more significance in portraying teachers' expectations. Recently teachers having high or low expectations for all their students have been identified. The aim of the current investigation was to explore whether the classroom exchanges of high- and low-expectation teachers differed substantially and might be considered a mechanism for teachers' expectations. The participants were 12 primary school teachers from eight schools who had been identified as having expectations for their students' learning that were either significantly above or below the children's achievement level. The teachers formed three groups called high-expectation, low-expectation and average-progress teachers. The participants were observed twice in the academic year during half-hour reading lessons. Two people observed each lesson, one completing a structured observation protocol and the other a running record and audiotape. In contrast to the average progress and low expectation teachers, the high-expectation teachers spent more time providing a framework for students' learning, provided their students with more feedback, questioned their students using more higher-order questions, and managed their students' behaviour more positively. There appear to be important differences in the classroom environments for the students of high-expectation, average-progress and low-expectation teachers. The differences apply to both the instructional and socioemotional environments of the classroom. Such disparities may act as mechanisms for teacher expectation effects.

An Intervention for Relational and Physical Aggression in Early Childhood: A Preliminary Study

ERIC Educational Resources Information Center

Ostrov, Jamie M.; Massetti, Greta M.; Stauffacher, Kirstin; Godleski, Stephanie A.; Hart, Katie C.; Karch, Kathryn M.; Mullins, Adam D.; Ries, Emily E.

2009-01-01

A preventive intervention for reducing physical and relational aggression, peer victimization, and increasing prosocial behavior was developed for use in early childhood classrooms. Nine classrooms were randomly assigned to be intervention rooms (N = 202 children) and nine classrooms were control rooms (N = 201 children). Classroom was the unit of…

Follow Through Classroom Process Measurement and Pupil Growth (1970-71). Final Report.

ERIC Educational Resources Information Center

Soar, Robert S.

This study presents results from the last year of a three-year adjunctive evaluation of classroom process measurement and pupil growth. A total of 289 classrooms involving eight experimental programs, ranging from open classrooms to contingency management classes, along with a comparison sample, were observed. Four observation instruments were…

Emotion in the Classroom: An Update

ERIC Educational Resources Information Center

Bowen, Janine

2014-01-01

Fourteen years ago, POD member Edward Vela drew attention to the role of emotion in learning. In particular he emphasized the need for faculty to express positive emotions in the classroom. Since then researchers continue to measure the effectiveness of positive emotion in student learning but the field of emotion in the classroom has expanded…

Anonymity in Classroom Voting and Debating

ERIC Educational Resources Information Center

Ainsworth, Shaaron; Gelmini-Hornsby, Giulia; Threapleton, Kate; Crook, Charles; O'Malley, Claire; Buda, Marie

2011-01-01

The advent of networked environments into the classroom is changing classroom debates in many ways. This article addresses one key attribute of these environments, namely anonymity, to explore its consequences for co-present adolescents anonymous, by virtue of the computer system, to peers not to teachers. Three studies with 16-17 year-olds used a…

The Great Disconnect in Early Childhood Education: What We Know vs What We Do

ERIC Educational Resources Information Center

Gramling, Michael

2015-01-01

Over the years, most reforms in early childhood education have been well-intended, yet have not kept up with the needs of young children and educators in the classroom. Author Michael Gramling provides an historical overview of how educational policies came into effect and how they are driving educational practices. Gramling argues that…

Couples as Partners and Parents over Children's Early Years

ERIC Educational Resources Information Center

Carlson, Marcia J.; Pilkauskas, Natasha V.; McLanahan, Sara S.; Brooks-Gunn, Jeanne

2011-01-01

We used data from the Fragile Families and Child Wellbeing Study to examine how couple relationship quality and parental engagement are linked over children's early years--when they are infants, toddlers, and preschoolers. Our sample included 1,630 couples who were coresident over Years 1-3 and 1,376 couples who were coresident over Years 3-5…

The Early Years: Development, Learning and Teaching.

ERIC Educational Resources Information Center

Boulton-Lewis, Gillian, Ed.; Catherwood, Di, Ed.

Designed for teachers, students, caregivers, and health professionals who work with children from birth to age 8, this book provides a review of recent research and theories of development and learning in the early childhood years, with an emphasis on implications for effective teaching. Where appropriate, the book takes an Australian perspective,…

Toward a Sociomaterial Understanding of Writing Experiences Incorporating Digital Technology in an Early Childhood Classroom

ERIC Educational Resources Information Center

Kervin, Lisa; Comber, Barbara; Woods, Annette

2017-01-01

This article examines the resources, tools, and opportunities children enact as they engage with teacher-devised writing experiences within their classroom space. We begin with discussion about classroom writing time from the perspective of both the teacher and children of one Grade 1/2 composite class. We also reveal resources within the…

Solving Problems in Hawaiian-American Classrooms: Excellent Teaching and Cultural Factors. Technical Report #2.

ERIC Educational Resources Information Center

Gallimore, Ronald; And Others

This paper describes a community research project which preceded the development of the Kamehameha Early Education Project (KEEP). The community project was designed to assist teachers in solving classroom behavior and academic problems. The initial focus on workshops and theories proved inadequate for dealing with daily classroom problems. A…

10 Ways to...Decorate Your Classroom

ERIC Educational Resources Information Center

Prescott, Jennifer

2005-01-01

Recruit the best decorating corps you have for this year's classroom makeover--your students! Not only does involving kids save money and effort on your part, teachers agree that it increases kids' sense of involvement and respect. In this article, the author presents 10 teacher-tested ideas for a classroom that shines with color and learning: (1)…

Multimethod psychoeducational intervention for preschool children with disruptive behavior: two-year post-treatment follow-up.

PubMed

Shelton, T L; Barkley, R A; Crosswait, C; Moorehouse, M; Fletcher, K; Barrett, S; Jenkins, L; Metevia, L

2000-06-01

This paper describes the 2-year post-treatment follow-up of preschool children identified as having high levels of disruptive behavior at kindergarten entry. They were assigned to four treatment conditions: A no-treatment group, parent-training only, treatment classroom only, and the combination of parent training with the treatment classroom. Interventions lasted the entire kindergarten academic year. Initial post-treatment results reported previously indicated no effects for the parent-training program but some efficacy for the classroom intervention program. For this report, the disruptive behavior (DB) children were subdivided into those who did (n = 74) and did not (n = 77) receive the treatment classroom. Two-year post-treatment follow-up results indicated no differences between the classroom treated and untreated DB groups. These groups also failed to differ in the percentage of children using available treatments across the follow-up period. The DB children in both groups had significantly more symptoms of ADHD and ODD than a community control group (N = 47) at follow-up. They also received higher ratings of externalizing problems on the parent Child Behavior Checklist, more severe ratings of behavior problems at home, and ratings of more pervasive behavior problems at school, and had poorer academic skills. Results suggested that early intervention classrooms for DB children may not produce enduring effects once treatment is withdrawn, and that better approaches are needed for identifying those DB children at greatest risk for later maladjustment.

Connecting Classroom and Museum Learning with Mobile Devices

ERIC Educational Resources Information Center

Maher, Damian

2015-01-01

Many schools in industrialized and developing countries are now using mobiles devices. This has the potential to connect learning that occurs in classrooms and museums. This article focuses on the use of iPads by a year 6 class (12 years old) in Sydney Australia, which were used both in the classroom and on a museum excursion. The study uses a…

Peer Contexts in Schools: Avenues Toward Behavioral Health in Early Adolescence.

PubMed

Cappella, Elise; Hwang, Sophia H J

2015-01-01

Peer contexts play an important role in the behavioral health of early adolescents in schools. Behavioral health involves the observable academic and social behaviors that relate to and influence youths' subsequent health and development. Setting-level research on peer networks and social norms indicates these aspects of peer contexts vary by peer group, classroom, and school and dynamically relate to individual students' academic and social behaviors. Yet, although peer contexts are both influential and potentially malleable, little research examines the effects of school and classroom interventions on the development and maintenance of positive and productive peer contexts in schools. The current article identifies school structures and classroom processes theorized to directly or indirectly shift peer networks and social norms-and thereby increase the behavioral health of early adolescents in schools. We discuss the need for more rigorous and relevant research to better understand the role of schools and classrooms in strengthening these peer contexts and promoting behavioral health in early adolescence.

Early Childhood Development in Hampton/Sussex, New Brunswick. Understanding the Early Years

ERIC Educational Resources Information Center

Willms, J. Douglas

2003-01-01

Understanding the Early Years (UEY) is a national research initiative. It provides communities with information to enable them to make informed decisions about the best policies and most appropriate programs for Canadian families with young children. This report is based on one of seven communities studied in 2001-2002. Children's outcomes were…

Children's Early Literacy Practices at Home and in Early Years Settings: Second Annual Survey of Parents and Practitioners

ERIC Educational Resources Information Center

Formby, Susie

2014-01-01

This report outlines findings from Pearson and the National Literacy Trust's second annual early years literacy survey, conducted in May to July 2014. 1,012 parents of children aged 3 to 5 and 567 early years practitioners who work with this age group participated. Attainment data in the form of vocabulary abilities were available for a subsample…

Smile: Student Modification in Learning Environments. Establishing Congruence between Actual and Preferred Classroom Learning Environment.

ERIC Educational Resources Information Center

Yarrow, Allan; Millwater, Jan

1995-01-01

This study investigated whether classroom psychosocial environment, as perceived by student teachers, could be improved to their preferred level. Students completed the College and University Classroom Environment Inventory, discussed interventions, then completed it again. Significant deficiencies surfaced in the learning environment early in the…

A Tale of Two Settings: The Lab and the Classroom

DTIC Science & Technology

1991-08-08

employed in this study were intensive and extensive classroom observation and repeated extended interviews with students and teachers. Classroom observers...instruction were observed during both years of the study, resulting in a very large data base gathered during almost 500 hours of classroom observation . With

Literacy Learning of At-Risk First-Grade Students in the Reading Recovery Early Intervention

ERIC Educational Resources Information Center

Schwartz, Robert M.

2005-01-01

This study investigated the effectiveness and efficiency of the Reading Recovery early intervention. At-risk 1st-grade students were randomly assigned to receive the intervention during the 1st or 2nd half of the school year. High-average and low-average students from the same classrooms provided additional comparisons. Thirty-seven teachers from…

Language Outcomes at 7 Years: Early Predictors and Co-Occurring Difficulties.

PubMed

McKean, Cristina; Reilly, Sheena; Bavin, Edith L; Bretherton, Lesley; Cini, Eileen; Conway, Laura; Cook, Fallon; Eadie, Patricia; Prior, Margot; Wake, Melissa; Mensah, Fiona

2017-03-01

To examine at 7 years the language abilities of children, the salience of early life factors and language scores as predictors of language outcome, and co-occurring difficulties METHODS: A longitudinal cohort study of 1910 infants recruited at age 8 to 10 months. Exposures included early life factors (sex, prematurity, birth weight/order, twin birth, socioeconomic status, non-English speaking background,family history of speech/language difficulties); maternal factors (mental health, vocabulary, education, and age); and child language ability at 2 and 4 years. Outcomes were 7-year standardized receptive or expressive language scores (low language: ≥1.25 SD below the mean), and co-occurring difficulties (autism, literacy, social, emotional, and behavioral adjustment, and health-related quality of life). Almost 19% of children (22/1204;18.9%) met criteria for low language at 7 years. Early life factors explained 9-13% of variation in language scores, increasing to 39-58% when child language scores at ages 2 and 4 were included. Early life factors moderately discriminated between children with and without low language (area under the curve: 0.68-0.72), strengthening to good discrimination with language scores at ages 2 and 4 (area under the curve: 0.85-0.94). Low language at age 7 was associated with concurrent difficulties in literacy, social-emotional and behavioral difficulties, and limitations in school and psychosocial functioning. Child language ability at 4 years more accurately predicted low language at 7 than a range of early child, family, and environmental factors. Low language at 7 years was associated with a higher prevalence of co-occurring difficulties. Copyright © 2017 by the American Academy of Pediatrics.

Early Childhood Teachers' Sustainment in the Classroom

ERIC Educational Resources Information Center

Kilgallon, Pam; Maloney, Carmel; Lock, Graeme

2008-01-01

This paper describes an investigation of Australian early childhood teachers' sustainment in their profession, focussing on those factors which enhance professional commitment, job satisfaction and occupational motivation. Utilizing qualitative methodology this study also identified key factors early childhood teachers consider crucial to…

Examining the Effects of Classroom Discussion on Students' Comprehension of Text: A Meta-Analysis

ERIC Educational Resources Information Center

Murphy, P. Karen; Wilkinson, Ian A. G.; Soter, Anna O.; Hennessey, Maeghan N.; Alexander, John F.

2009-01-01

The role of classroom discussions in comprehension and learning has been the focus of investigations since the early 1960s. Despite this long history, no syntheses have quantitatively reviewed the vast body of literature on classroom discussions for their effects on students' comprehension and learning. This comprehensive meta-analysis of…

Eliciting Metacognitive Experiences and Reflection in a Year 11 Chemistry Classroom: An Activity Theory Perspective

NASA Astrophysics Data System (ADS)

Thomas, Gregory P.; McRobbie, Campbell J.

2013-06-01

Concerns regarding students' learning and reasoning in chemistry classrooms are well documented. Students' reasoning in chemistry should be characterized by conscious consideration of chemical phenomenon from laboratory work at macroscopic, molecular/sub-micro and symbolic levels. Further, students should develop metacognition in relation to such ways of reasoning about chemistry phenomena. Classroom change eliciting metacognitive experiences and metacognitive reflection is necessary to shift entrenched views of teaching and learning in students. In this study, Activity Theory is used as the framework for interpreting changes to the rules/customs and tools of the activity systems of two different classes of students taught by the same teacher, Frances, who was teaching chemical equilibrium to those classes in consecutive years. An interpretive methodology involving multiple data sources was employed. Frances explicitly changed her pedagogy in the second year to direct students attention to increasingly consider chemical phenomena at the molecular/sub-micro level. Additionally, she asked students not to use the textbook until toward the end of the equilibrium unit and sought to engage them in using their prior knowledge of chemistry to understand their observations from experiments. Frances' changed pedagogy elicited metacognitive experiences and reflection in students and challenged them to reconsider their metacognitive beliefs about learning chemistry and how it might be achieved. While teacher change is essential for science education reform, students are not passive players in change efforts and they need to be convinced of the viability of teacher pedagogical change in the context of their goals, intentions, and beliefs.

Families' Goals, School Involvement, and Children's Academic Achievement: A Follow-Up Study Thirteen Years Later

ERIC Educational Resources Information Center

Kyle, Diane W.

2011-01-01

A study conducted from 1996-2000 focused on the academic development of children within a statewide educational reform effort, including changing the organizational structure of the early years of schooling into nongraded primary programs (formerly age-based classrooms for kindergarteners through third grade). The multisite study involved children…

Functional Analysis and Treatment of Problem Behavior in Early Education Classrooms

ERIC Educational Resources Information Center

Greer, Brian D.; Neidert, Pamela L.; Dozier, Claudia L.; Payne, Steven W.; Zonneveld, Kimberley L. M.; Harper, Amy M.

2013-01-01

We conducted functional analyses (FA) with 4 typically developing preschool children during ongoing classroom activities and evaluated treatments that were based on FA results. Results of each child's FA suggested social-positive reinforcement functions, and differential reinforcement of alternative behavior plus time-out was effective in…

Playful Teaching Workshop Sampler. Classroom Play Ideas for Early Childhood Educators.

ERIC Educational Resources Information Center

Battista, Donna

Based on Piaget's theory "children learn best by doing," play offers a natural way of learning for young children. The "Playful Teaching" Workshop Sampler offers teachers several different movement activities for incorporation into academic classroom curricula. The play ideas were presented at national and regional teaching workshops. The…

A 2200-Year Old Inquiry-Based, Hands-On Experiment in Today's Science Classrooms

ERIC Educational Resources Information Center

Sotiriou, S.; Bogner, F. X.

2015-01-01

The ancient Eratosthenes experiment concerning the earth's circumference offers the opportunity of an inquiry-based revival in today's science classrooms: A multinational European science education initiative (acronym: OSR) introduced this experiment as a hands-on basis to extract the required variables and to exchange results with classroom peers…

Teachers' Voice, Power and Agency: (Un)Professionalisation of the Early Years Workforce

ERIC Educational Resources Information Center

Tesar, Marek; Pupala, Branislav; Kascak, Ondrej; Arndt, Sonja

2017-01-01

This article examines Slovak early years teachers' concerns with conceptions of teacher professionalism. It suggests that there is a mismatch between understandings of professionalism, policy aspirations and the attitudes of teachers to their own professionalism, and that this mismatch fuels early years teachers' sense of agency. These tensions…

Assigning Effective Homework. Classroom Tips

ERIC Educational Resources Information Center

American Federation of Teachers (NJ), 2010

2010-01-01

Each new school year brings high hopes, great expectations and challenges for both new and seasoned educators. The American Federation of Teachers (AFT) has developed a series called "Classroom Tips" to help educators start the year right and anticipate the year ahead. Over the past 40 years, most research studies on homework have found that…

Classroom Quality and Student Engagement: Contributions to Third-Grade Reading Skills

PubMed Central

Guo, Ying; Connor, Carol McDonald; Tompkins, Virginia; Morrison, Frederick J.

2011-01-01

This study, using NICHD Study of Early Child Care and Youth Development longitudinal data, investigated the effects of classroom quality and students’ third-grade behavioral engagement on students’ third-grade reading achievement (n = 1,364) and also examined the extent to which students’ third-grade behavioral engagement mediated the association between classroom quality and children's reading skills. SEM results revealed that controlling for family socio economic risk and students’ first-grade reading achievement, classroom quality significantly, and positively predicted children's behavioral engagement, which in turn predicted greater reading achievement. Higher levels of children's behavioral engagement were associated with higher reading achievement. Implications for policy and practice are discussed. PMID:21779272

Auroras and Space Weather Celebrating the International Heliophysics Year in Classroom

NASA Astrophysics Data System (ADS)

Craig, N.; Peticolas, L. M.; Angelopoulos, V.; Thompson, B.

2007-05-01

2007 Celebrates the International Heliophysics year and its outreach has a primary objective, to "demonstrate the beauty, relevance and significance of Space and Earth Science to the world." NASA's first five-satellite mission, THEMIS (Time History of Events and Macroscale Interactions during Substorms), was launched on February 17, 2007 and is to investigate a key mystery surrounding the dynamics of the auroras- when, where, and how are they triggered? When the five probes align perfectly over the North American continent- every four days - and with 20 ground stations in Northern Canada and Alaska with automated, all-sky cameras will document the auroras from Earth. To monitor the large-scale local effects of the currents in space, THEMIS Education and Outreach program has installed 10 ground magnetometers, instruments that measure Earth's magnetic field, in competitively selected rural schools around the country and receive data. The THEMIS Education and Outreach Program shares the IHY objective by bringing in this live local space weather data in the classrooms and engaging the teachers and students on authentic research in the classroom. The data are displayed on the school computer monitors as well as on the THEMIS E/PO website providing the local data to the science mission as well as schools. Teachers use the data to teach about the aurora not only in math and science, but also in Earth science, history and art. These students and their teachers are our ambassadors to rural America and share the excitement of learning and teaching with their regional teachers. We will share how authentic space science data related to Earth's magnetic field and auroras can be understood, researched, predicted and shared via the internet to any school around the globe that wished to be part of tracking solar storms. Complimenting IHY, World Space Week will take place from October 4-10th and this year. World Space week is "an international celebration of science and technology

Children's self-allocation and use of classroom curricular time.

PubMed

Ingram, J; Worrall, N

1992-02-01

A class of 9-10 year-olds (N = 12) in a British primary school were observed as it moved over a one-year period through three types of classroom environment, traditional directive, transitional negotiative and established negotiative. Each environment offered the children a differing relationship with curricular time, its control and allocation, moving from teacher-allocated time to child allocation. Pupil self-report and classroom observation indicated differences in the balance of curricular spread and allocated time on curricular subject in relation to the type of classroom organisation and who controlled classroom time. These differences were at both class and individual child level. The established negotiative environment recorded the most equitable curricular balance, traditional directive the least. While individual children responded differently within and across the three classroom environments, the established negotiative where time was under child control recorded preference for longer activity periods compared to where the teacher controlled time allocations.

Preschool Teachers' Constructions of Early Reading

ERIC Educational Resources Information Center

Walker, Karen E.

2015-01-01

Research concerning preschool teachers' constructions of early reading has potential to influence teachers' curricular decisions and classroom practice. Six preschool teachers in North Texas were interviewed in regard to what they think about early reading and how they develop these understandings or constructions. The systematic, inductive…

Geometry in the Early Years: A Commentary

ERIC Educational Resources Information Center

Dindyal, Jaguthsing

2015-01-01

The primary goal of this paper is to provide a commentary on the teaching and learning of geometry in the early years of schooling with the set of papers in this issue as a guiding factor. It is structured around issues about geometry education of young learners, such as: what should we teach in geometry and why; representation of geometrical…

Social Justice in Early Childhood Classrooms: What the Research Tells Us

ERIC Educational Resources Information Center

Hyland, Nora E.

2010-01-01

Children from very young ages internalize messages about power and privilege with regard to gender, race/ethnicity, class, sexual orientation, and language, which they perpetuate through their play and talk. While families are a critical piece in shaping children's values on such matters, classroom practices communicate and reinforce strong,…

Classrooms.

ERIC Educational Resources Information Center

Butin, Dan

This paper addresses classroom design trends and the key issues schools should consider for better classroom space flexibility and adaptability. Classroom space design issues when schools embrace technology are discussed, as are design considerations when rooms must accommodate different grade levels, the importance of lighting, furniture…

Using Mobile Phones to Increase Classroom Interaction

ERIC Educational Resources Information Center

Cobb, Stephanie; Heaney, Rose; Corcoran, Olivia; Henderson-Begg, Stephanie

2010-01-01

This study examines the possible benefits of using mobile phones to increase interaction and promote active learning in large classroom settings. First year undergraduate students studying Cellular Processes at the University of East London took part in a trial of a new text-based classroom interaction system and evaluated their experience by…

The Cost and Quality of Full Day, Year-Round Early Care and Education in Massachusetts: Preschool Classrooms [with] Executive Summary.

ERIC Educational Resources Information Center

Marshall, Nancy L.; Creps, Cindy L.; Burstein, Nancy R.; Glantz, Frederic B.; Robeson, Wendy Wagner; Barnett, Steve

There are an estimated 167,000 children in early care and education programs in Massachusetts. In 2000, the state department of education commissioned a study of the cost and quality of early care and education in the state. This report and executive summary are the first from the study, addressing early care and education for preschool-aged…

Are middle schools harmful? The role of transition timing, classroom quality and school characteristics.

PubMed

Holas, Igor; Huston, Aletha C

2012-03-01

Are middle schools ill-suited for early adolescents, or can school characteristics account for any differences in student functioning? Achievement, school engagement, and perceived competence of children starting middle schools in 5th and 6th grades were compared to those of their same-grade peers in elementary schools in a national, longitudinal sample (NICHD Study of Early Child Care and Youth Development, n = 855; 52% Female, 82% White). Classroom quality (observed and teacher-reported) and school characteristics (composition and size) were considered as explanations for any relationships between school-level and student functioning. Fifth grade middle school students did not differ from those in elementary school, but students entering middle school in 6th grade, compared to those in elementary school, experienced lower classroom quality, which in turn predicted slightly lower achievement. They also had lower school engagement, explained by larger school size. Classroom quality and school characteristics predicted youth functioning regardless of school type. We suggest reshaping the research and policy debate with renewed focus on classroom quality and school size instead of grade organization.

A Conversation on Classroom Etiquette in Introductory Sociology Courses.

ERIC Educational Resources Information Center

Emerick, Robert E.

1994-01-01

Discusses the inclusion of rules regarding classroom etiquette in an introductory college sociology course. Reports on rules regarding tardiness, leaving early, absenteeism, paying attention, and/or sleeping in class. Concludes that students and colleagues are generally positive about the approach. (CFR)

Signature Pedagogy in Early Years Education: A Role for COTS Game-Based Learning

ERIC Educational Resources Information Center

Miller, David; Robertson, Derek; Hudson, Alison; Shimi, Jill

2012-01-01

In this article we look at the links between early years pedagogy and the use of digital game-based learning. Early years education is a distinctive phase of the education system in many countries, generally covering the age range from 3-6 or 7 years. In the United Kingdom, it tends to bridge preschool and the first two years in primary school.…

Early Years Swimming: A Way of Supporting School Transitions?

ERIC Educational Resources Information Center

Jorgensen, Robyn

2016-01-01

Informal learning contexts may provide opportunities for adding capital to young children in their years prior to schooling. This paper explores the potential of the early-years swim context to add capital to young children that may position them favourably for the transition to school. Using Bourdieu's notion of capital, the paper discusses the…

The Early Risers Preventive Intervention: Testing for Six-year Outcomes and Mediational Processes

ERIC Educational Resources Information Center

Bernat, Debra H.; August, Gerald J.; Hektner, Joel M.; Bloomquist, Michael L.

2007-01-01

We examined effects of the Early Risers "Skills for Success" early-age-targeted prevention program on serious conduct problems following 5 years of continuous intervention and one year of follow-up. We also examined if intervention effects on proximally-targeted variables found after 3 years mediated intervention effects on conduct…

Decision-Making in the Classroom and Early Adolescents' Valuing of Mathematics.

ERIC Educational Resources Information Center

Mac Iver, Douglas; Reuman, David A.

In many upper-elementary school classrooms, students are given few decision-making prerogatives. In junior high school, it becomes increasingly rare for them to receive the decision-making opportunities they believe they should have. Both person-environment fit theory and pawn theory would predict that a failure to provide students with such…

Young Children's Engagement with Digital Texts and Literacies in the Home: Pressing Matters for the Teaching of English in the Early Years of Schooling

ERIC Educational Resources Information Center

Davidson, Christina

2009-01-01

Research has established young children's increasing use of computers and other new technologies in the home. Yet, teaching about digital texts and digital practices most often appears as an addition to early literacy instruction in classrooms where "business-as-usual" maintains an emphasis on print and print-based texts. This article…

Managing Diverse Classrooms: How to Build on Students' Cultural Strengths

ERIC Educational Resources Information Center

Rothstein-Fisch, Carrie; Trumbull, Elise

2008-01-01

This book will help you understand some of the most powerful cultural differences that can lead to classroom conflict for many students and how you can actually capitalize on these differences to make your classroom a harmonious, productive environment. Drawing from a seven-year action research study of elementary classrooms with high percentages…

On Purpose: Addressing Teasing and Bullying in Early Childhood.

ERIC Educational Resources Information Center

Froschl, Merle; Sprung, Barbara

1999-01-01

Examines the incidence of teasing/bullying in early childhood classrooms and how teachers' responses help determine the extent of teasing/bullying. Presents tips for addressing this behavior before it becomes ingrained, including talking about teasing/bullying, making classroom rules, offering noncompetitive games and quieting activities,…

Findings from the Third-Grade Round of the Early Childhood Longitudinal Study, Kindergarten Class of 2010-11 (ECLS-K:2011): First Look. NCES 2016-094

ERIC Educational Resources Information Center

Mulligan, Gail M.; McCarroll, Jill Carlivati; Flanagan, Kristin Denton; Potter, Daniel

2016-01-01

The Early Childhood Longitudinal Study, Kindergarten Class of 2010-11 (ECLS-K:2011), is collecting information about the early educational experiences of a nationally representative sample of children who were in kindergarten or who were of kindergarten age in ungraded classrooms or schools in the 2010-11 school year. The data collection began in…

The Cost and Quality of Full-Day Year-Round Early Care and Education in Massachusetts: Infant and Toddler Classrooms

ERIC Educational Resources Information Center

Marshall, Nancy L.; Creps, Cindy L.; Burstein, Nancy R.; Roberts, Joanne; Glantz, Frederic B.; Robeson, Wendy Wagner

2004-01-01

The Massachusetts Cost and Quality Study assessed the quality and costs of early care and education services in Massachusetts, the relationship between quality and costs, and the relationship between the family income of children served and the quality of care provided by early care and education programs. This report presents the findings from…

Early Predictors of Adolescent Depression: A 7-Year Longitudinal Study

ERIC Educational Resources Information Center

Mazza, James J.; Abbott, Robert D.; Fleming, Charles B.; Harachi, Tracy W.; Cortes, Rebecca C.; Park, Jisuk; Haggerty, Kevin P.; Catalano, Richard F.

2009-01-01

This study examined the longitudinal relationship of early elementary predictors to adolescent depression 7 years later. The sample consisted of 938 students who have been part of a larger longitudinal study that started in 1993. Data collected from parents, teachers, and youth self-reports on early risk factors when students were in 1st and 2nd…

Decreasing Excessive Bids for Attention in a Simulated Early Education Classroom

ERIC Educational Resources Information Center

Becraft, Jessica L.; Borrero, John C.; Mendres-Smith, Amber E.; Castillo, Mariana I.

2017-01-01

Differential-reinforcement-of-low-rate (DRL) schedules can be used to decrease, but not eliminate, excessive bids for teacher attention in a classroom. There are two primary methods of implementing a DRL: full session and spaced responding. Some research suggests that the full-session DRL may eliminate target responding. The purpose of the current…

The Cultivated Classroom.

ERIC Educational Resources Information Center

Schilder, Rosalind

1983-01-01

Teachers who follow this monthly schedule for starting and cultivating plants in their classrooms can look forward to blooms and greenery throughout the year. Advice on choosing plants, making cuttings, forcing bulbs, rooting sweet potatoes and pineapples, and holding a Mother's Day plant sale is included. (PP)

Turkish Early Childhood Teachers' Emotional Problems in Early Years of Their Professional Lives

ERIC Educational Resources Information Center

Kotaman, Hüseyin

2016-01-01

The purpose of this study is to elaborate on the emotional problems faced by Turkish early childhood teachers in their interaction with students, parents, administrators and colleagues in the first three years of their professional lives. Data for this research consists of in-depth interviews with Turkish kindergarten teachers, where these…

Predicting and Curbing Classroom Incivility in Higher Education

ERIC Educational Resources Information Center

Nordstrom, Cynthia R.; Bartels, Lynn K.; Bucy, Jayne

2009-01-01

This research examines predictors of uncivil classroom behavior. Uncivil behaviors are disrespectful and disruptive and may include carrying on conversations with others during class, leaving class early, talking on cell phones, etc. Data from a survey of undergraduate students revealed that students who possessed a consumerism orientation,…

Improving the speech intelligibility in classrooms

NASA Astrophysics Data System (ADS)

Lam, Choi Ling Coriolanus

One of the major acoustical concerns in classrooms is the establishment of effective verbal communication between teachers and students. Non-optimal acoustical conditions, resulting in reduced verbal communication, can cause two main problems. First, they can lead to reduce learning efficiency. Second, they can also cause fatigue, stress, vocal strain and health problems, such as headaches and sore throats, among teachers who are forced to compensate for poor acoustical conditions by raising their voices. Besides, inadequate acoustical conditions can induce the usage of public address system. Improper usage of such amplifiers or loudspeakers can lead to impairment of students' hearing systems. The social costs of poor classroom acoustics will be large to impair the learning of children. This invisible problem has far reaching implications for learning, but is easily solved. Many researches have been carried out that they have accurately and concisely summarized the research findings on classrooms acoustics. Though, there is still a number of challenging questions remaining unanswered. Most objective indices for speech intelligibility are essentially based on studies of western languages. Even several studies of tonal languages as Mandarin have been conducted, there is much less on Cantonese. In this research, measurements have been done in unoccupied rooms to investigate the acoustical parameters and characteristics of the classrooms. The speech intelligibility tests, which based on English, Mandarin and Cantonese, and the survey were carried out on students aged from 5 years old to 22 years old. It aims to investigate the differences in intelligibility between English, Mandarin and Cantonese of the classrooms in Hong Kong. The significance on speech transmission index (STI) related to Phonetically Balanced (PB) word scores will further be developed. Together with developed empirical relationship between the speech intelligibility in classrooms with the variations

An Exploratory Case Study of One Early Career Teacher's Evolving Teaching Practice in Northern Canada

ERIC Educational Resources Information Center

Murray-Orr, Anne; Mitton-Kukner, Jennifer

2017-01-01

This paper focuses upon the case of one early career teacher, Don, a participant in a longitudinal study examining the transfer of learning about literacy practices from pre-service teacher education to the classrooms of secondary content area teachers. We followed Don from his B. Ed. program into his first two years of teaching in an Indigenous…

Frequency of Six Early Childhood Education Approaches: A 10-Year Content Analysis of Early Childhood Education Journal

ERIC Educational Resources Information Center

Walsh, Bridget A.; Petty, Karen

2007-01-01

The frequency of early childhood education approaches spanning 10 years of publications was investigated. A content analysis of publications (N = 492) from "Early Childhood Education Journal" was conducted. From a previous content analysis six approaches or search words were identified: Bank Street, Head Start, High/Scope, Montessori, Reggio…

Classroom Management: Beginning Teachers' Perceptions of Preparedness

ERIC Educational Resources Information Center

Woods, Sean A.

2015-01-01

Classroom management has been the focal point of many different studies and research projects. Unfortunately, it has also been cited as one of the top three reasons teachers leave the field of education not only today, but for the last 40 years (Berry, 2010). There is a need for an understanding of the implications of past classroom management…

Using the Flipped Classroom to Bridge the Gap to Generation Y

PubMed Central

Gillispie, Veronica

2016-01-01

Background: The flipped classroom is a student-centered approach to learning that increases active learning for the student compared to traditional classroom-based instruction. In the flipped classroom model, students are first exposed to the learning material through didactics outside of the classroom, usually in the form of written material, voice-over lectures, or videos. During the formal teaching time, an instructor facilitates student-driven discussion of the material via case scenarios, allowing for complex problem solving, peer interaction, and a deep understanding of the concepts. A successful flipped classroom should have three goals: (1) allow the students to become critical thinkers, (2) fully engage students and instructors, and (3) stimulate the development of a deep understanding of the material. The flipped classroom model includes teaching and learning methods that can appeal to all four generations in the academic environment. Methods: During the 2015 academic year, we implemented the flipped classroom in the obstetrics and gynecology clerkship for the Ochsner Clinical School in New Orleans, LA. Voice-over presentations of the lectures that had been given to students in prior years were recorded and made available to the students through an online classroom. Weekly problem-based learning sessions matched to the subjects of the traditional lectures were held, and the faculty who had previously presented the information in the traditional lecture format facilitated the problem-based learning sessions. The knowledge base of students was evaluated at the end of the rotation via a multiple-choice question examination and the Objective Structured Clinical Examination (OSCE) as had been done in previous years. We compared demographic information and examination scores for traditional teaching and flipped classroom groups of students. The traditional teaching group consisted of students from Rotation 2 and Rotation 3 of the 2014 academic year who received

Using the Flipped Classroom to Bridge the Gap to Generation Y.

PubMed

Gillispie, Veronica

2016-01-01

The flipped classroom is a student-centered approach to learning that increases active learning for the student compared to traditional classroom-based instruction. In the flipped classroom model, students are first exposed to the learning material through didactics outside of the classroom, usually in the form of written material, voice-over lectures, or videos. During the formal teaching time, an instructor facilitates student-driven discussion of the material via case scenarios, allowing for complex problem solving, peer interaction, and a deep understanding of the concepts. A successful flipped classroom should have three goals: (1) allow the students to become critical thinkers, (2) fully engage students and instructors, and (3) stimulate the development of a deep understanding of the material. The flipped classroom model includes teaching and learning methods that can appeal to all four generations in the academic environment. During the 2015 academic year, we implemented the flipped classroom in the obstetrics and gynecology clerkship for the Ochsner Clinical School in New Orleans, LA. Voice-over presentations of the lectures that had been given to students in prior years were recorded and made available to the students through an online classroom. Weekly problem-based learning sessions matched to the subjects of the traditional lectures were held, and the faculty who had previously presented the information in the traditional lecture format facilitated the problem-based learning sessions. The knowledge base of students was evaluated at the end of the rotation via a multiple-choice question examination and the Objective Structured Clinical Examination (OSCE) as had been done in previous years. We compared demographic information and examination scores for traditional teaching and flipped classroom groups of students. The traditional teaching group consisted of students from Rotation 2 and Rotation 3 of the 2014 academic year who received traditional

Social involvement of children with autism spectrum disorders in elementary school classrooms.

PubMed

Rotheram-Fuller, Erin; Kasari, Connie; Chamberlain, Brandt; Locke, Jill

2010-11-01

Children with autism spectrum disorders (ASD) are increasingly included in general education classrooms in an effort to improve their social involvement. Seventy-nine children with ASD and 79 randomly selected, gender-matched peers (88.6% male) in 75 early (K-1), middle (2nd-3rd), and late (4th-5th) elementary classrooms across 30 schools completed social network surveys examining each child's reciprocal friendships, peer rejection, acceptance, and social involvement. Across grade levels, peers less frequently reciprocated friendships with children with ASD than students in the matched sample. While children with ASD were not more likely to be rejected by peers, they were less accepted and had fewer reciprocal friendships than matched peers at each grade level. Although 48.1% of children with ASD were involved in the social networks of their classrooms, children with ASD were more likely to be isolated or peripheral to social relationships within the classroom across all grade levels, and this difference is even more dramatic in later elementary grades. In inclusive classrooms, children with ASD are only involved in peers' social relationships about half of the time, and appear to be even less connected with increasing grade level. Promoting children with ASD's skills in popular activities to share with peers in early childhood may be a key preventive intervention to protect social relationships in late elementary school grades. © 2010 The Authors. Journal of Child Psychology and Psychiatry © 2010 Association for Child and Adolescent Mental Health.

Social Involvement of Children with Autism Spectrum Disorders in Elementary School Classrooms

PubMed Central

Rotheram-Fuller, Erin; Kasari, Connie; Chamberlain, Brandt; Locke, Jill

2010-01-01

Background Children with autism spectrum disorders (ASD) are increasingly included in general education classrooms in an effort to improve their social involvement. Methods Seventy-nine children with ASD and 79 randomly-selected, gender-matched peers (88.6% male) in 75 early (K-1), middle (2nd–3rd), and late (4th–5th) elementary classrooms across 30 schools completed social network surveys examining each child’s reciprocal friendships, peer rejection, acceptance, and social involvement. Results Across grade levels, peers less frequently reciprocated friendships with children with ASD than students in the matched sample. While children with ASD were not more likely to be rejected by peers, they were less accepted and had fewer reciprocal friendships than matched peers at each grade level. Although 48.1% of children with ASD were involved in the social networks of their classrooms, children with ASD were more likely to be isolated or peripheral to social relationships within the classroom across all grade levels, and this difference is even more dramatic in later elementary grades. Conclusions In inclusive classrooms, children with ASD are only involved in peers’ social relationships about half of the time, and appear to be even less connected with increasing grade level. Promoting children with ASD’s skills in popular activities to share with peers in early childhood may be a key preventive intervention to protect social relationships in late elementary school grades. PMID:20673234

Computer Training for Early Childhood Educators.

ERIC Educational Resources Information Center

Specht, Jacqueline; Wood, Eileen; Willoughby, Teena

Recent research in early childhood education (ECE) centers suggests that some teacher characteristics are not at a level that would support computer learning opportunities for children. This study identified areas of support required by teachers to provide a smooth introduction of the computer into the early childhood education classroom.…

Mathematics in Early Years Education. 3rd Edition

ERIC Educational Resources Information Center

Montague-Smith, Ann; Price, Alison

2012-01-01

This third edition of the best-selling "Mathematics in Nursery Education" provides an accessible introduction to the teaching of mathematics in the early years. Covering all areas of mathematics learning--number and counting, calculation, pattern, shape, measures and data handling--it summarises the research findings and underlying key concepts…

Making Classroom Assessment Work. Third Edition

ERIC Educational Resources Information Center

Davies, Anne

2011-01-01

3rd Edition! When should we assess, and when should we evaluate? What might be the results of evaluating too early or too much? How do we know if we are evaluating the right things? How do we know what makes sense for the learner and for the course? These questions are at the heart of "Making Classroom Assessment Work." This book combines powerful…

Observed Classroom Quality Profiles of Kindergarten Classrooms in Finland

ERIC Educational Resources Information Center

Salminen, Jenni; Lerkkanen, Marja-Kristiina; Poikkeus, Anna-Maija; Pakarinen, Eija; Siekkinen, Martti; Hannikainen, Maritta; Poikonen, Pirjo-Liisa; Rasku-Puttonen, Helena

2012-01-01

Research Findings: The aim of the present study was to examine classroom quality profiles of kindergarten classrooms using a person-centered approach and to analyze these patterns in regard to teacher and classroom characteristics. Observations of the domains of Emotional Support, Classroom Organization, and Instructional Support were conducted in…

Social stratification, classroom climate, and the behavioral adaptation of kindergarten children

PubMed Central

Boyce, W. Thomas; Obradović, Jelena; Bush, Nicole R.; Stamperdahl, Juliet; Kim, Young Shin; Adler, Nancy

2012-01-01

Socioeconomic status (SES) is the single most potent determinant of health within human populations, from infancy through old age. Although the social stratification of health is nearly universal, there is persistent uncertainty regarding the dimensions of SES that effect such inequalities and thus little clarity about the principles of intervention by which inequalities might be abated. Guided by animal models of hierarchical organization and the health correlates of subordination, this prospective study examined the partitioning of children's adaptive behavioral development by their positions within kindergarten classroom hierarchies. A sample of 338 5-y-old children was recruited from 29 Berkeley, California public school classrooms. A naturalistic observational measure of social position, parent-reported family SES, and child-reported classroom climate were used in estimating multilevel, random-effects models of children's adaptive behavior at the end of the kindergarten year. Children occupying subordinate positions had significantly more maladaptive behavioral outcomes than their dominant peers. Further, interaction terms revealed that low family SES and female sex magnified, and teachers’ child-centered pedagogical practices diminished, the adverse influences of social subordination. Taken together, results suggest that, even within early childhood groups, social stratification is associated with a partitioning of adaptive behavioral outcomes and that the character of larger societal and school structures in which such groups are nested can moderate rank–behavior associations. PMID:23045637

Social stratification, classroom climate, and the behavioral adaptation of kindergarten children.

PubMed

Boyce, W Thomas; Obradovic, Jelena; Bush, Nicole R; Stamperdahl, Juliet; Kim, Young Shin; Adler, Nancy

2012-10-16

Socioeconomic status (SES) is the single most potent determinant of health within human populations, from infancy through old age. Although the social stratification of health is nearly universal, there is persistent uncertainty regarding the dimensions of SES that effect such inequalities and thus little clarity about the principles of intervention by which inequalities might be abated. Guided by animal models of hierarchical organization and the health correlates of subordination, this prospective study examined the partitioning of children's adaptive behavioral development by their positions within kindergarten classroom hierarchies. A sample of 338 5-y-old children was recruited from 29 Berkeley, California public school classrooms. A naturalistic observational measure of social position, parent-reported family SES, and child-reported classroom climate were used in estimating multilevel, random-effects models of children's adaptive behavior at the end of the kindergarten year. Children occupying subordinate positions had significantly more maladaptive behavioral outcomes than their dominant peers. Further, interaction terms revealed that low family SES and female sex magnified, and teachers' child-centered pedagogical practices diminished, the adverse influences of social subordination. Taken together, results suggest that, even within early childhood groups, social stratification is associated with a partitioning of adaptive behavioral outcomes and that the character of larger societal and school structures in which such groups are nested can moderate rank-behavior associations.

Classroom Age Composition and Vocabulary Development Among At-Risk Preschoolers

PubMed Central

Guo, Ying; Tompkins, Virginia; Justice, Laura; Petscher, Yaacov

2016-01-01

Research Findings The purpose of this exploratory study was to examine the relationship between classroom age composition and preschoolers’ vocabulary gains over an academic year and also to examine whether these relations were moderated by classroom quality. In this study (N = 130 children in 16 classrooms representing a subset of all children enrolled in these classrooms), results showed a significant cross-level interaction between classroom age composition and children’s age, suggesting positive effects of greater variance in classroom age composition for younger but not older children. The interaction between behavior management (1 dimension of classroom quality) and classroom age composition was also significant, indicating that a wider distribution of classroom age composition was positively related to children’s vocabulary gains within classrooms characterized by better behavior management. Practice or Policy Findings underscore the importance of children’s social interactions with more knowledgeable conversational partners in promoting their vocabulary development and signify the need to help teachers learn how to manage children’s behaviors so as to provide a classroom that is optimal for child learning. PMID:27660399

Early Childhood Development in the Montreal Study Area (Quebec). Understanding the Early Years

ERIC Educational Resources Information Center

Human Resources Development Canada, 2003

2003-01-01

Understanding the Early Years (UEY) is a national research initiative. It provides communities with information to enable them to make informed decisions about the best policies and most appropriate programs for Canadian families with young children. This report is based on one of seven communities studied in 2001-2002. Children's outcomes were…

Constructions of Dynamic Geometry: A Study of the Interpretative Flexibility of Educational Software in Classroom Practice

ERIC Educational Resources Information Center

Ruthven, Kenneth; Hennessy, Sara; Deaney, Rosemary

2008-01-01

The idea of "interpretative flexibility" underpins new approaches to studying technological artefacts and curricular resources in use. This paper opens by reviewing, in this light, the evolving design of dynamic geometry, its pioneering use within classroom projects, and early sketches of its mainstream use in ordinary classrooms. After…

Successful EFL Teaching Using Mobile Technologies in a Flipped Classroom

ERIC Educational Resources Information Center

Obari, Hiroyuki; Lambacher, Stephen

2015-01-01

Two case studies evaluating the effectiveness of a flipped classroom compared to a traditional classroom were performed. The studies were conducted from April 2014 to January 2015 at a private university in Tokyo, targeting 60 first-year and 25 third-year undergraduates, respectively. In the first study, an assessment of pre- and post-treatment…

Invisible to Visible: Mapping the Continuum of Literacy Learning Experiences in an Early Years Setting

ERIC Educational Resources Information Center

Kervin, Lisa; Turbill, Jan; Harden-Thew, Kathryn

2017-01-01

The face of early childhood education continues to change. In Australia, the national early childhood guidelines, "Early Years Learning Framework" (2009) and the "National Quality Framework" have articulated and defined the work of early years' educators in a range of areas, including literacy. Both frameworks state that their…

Social Identity, Autism and Visual Impairment (VI) in the Early Years

ERIC Educational Resources Information Center

Dale, Naomi; Salt, Alison

2008-01-01

This article explores how visual impairment might impact on early social and emotional development including self-awareness and communication with others. Some children show a "developmental setback" and other worrying developmental trajectories in the early years, including autistic related behaviours and autistic spectrum disorders.…

Advances in medical education and practice: student perceptions of the flipped classroom.

PubMed

Ramnanan, Christopher J; Pound, Lynley D

2017-01-01

The flipped classroom (FC) approach to teaching has been increasingly employed in undergraduate medical education in recent years. In FC applications, students are first exposed to content via online resources. Subsequent face-to-face class time can then be devoted to student-centered activities that promote active learning. Although the FC has been well received by students in other contexts, the perceptions of medical students regarding this innovation are unclear. This review serves as an early exploration into medical student perceptions of benefits and limitations of the FC. Medical students have generally expressed strong appreciation for the pre-class preparation activities (especially when facilitated by concise, readily accessed online tools) as well as for interactive, engaging small group classroom activities. Some students have expressed concerns with the FC and noted that suboptimal student preparation and insufficient direction and structure during active learning sessions may limit the student-centered benefits. Although students generally perceive that FC approaches can improve their learning and knowledge, this has not been conclusively shown via performances on assessment tools, which may be related to caveats with the assessment tools used. In any case, lifelong self-directed learning skills are perceived by medical students to be enhanced by the FC. In conclusion, medical students have generally expressed strong satisfaction with early applications of the FC to undergraduate medical education, and generally prefer this method to lecture-based instruction.

Raising the Educational Requirements for Teachers in Infant Toddler Classrooms: Implications for Institutions of Higher Education

ERIC Educational Resources Information Center

Norris, Deborah J.

2010-01-01

Repeated calls have recently arisen for increasing the educational level of early childhood teachers in all early care and education settings including classrooms for infants and toddlers. Since the majority of teachers in early child settings do not have a college degree, higher educational expectations could place a strain on early childhood…

Improving classroom quality with the RULER Approach to Social and Emotional Learning: proximal and distal outcomes.

PubMed

Hagelskamp, Carolin; Brackett, Marc A; Rivers, Susan E; Salovey, Peter

2013-06-01

The RULER Approach to Social and Emotional Learning ("RULER") is designed to improve the quality of classroom interactions through professional development and classroom curricula that infuse emotional literacy instruction into teaching-learning interactions. Its theory of change specifies that RULER first shifts the emotional qualities of classrooms, which are then followed, over time, by improvements in classroom organization and instructional support. A 2-year, cluster randomized controlled trial was conducted to test hypotheses derived from this theory. Sixty-two urban schools either integrated RULER into fifth- and sixth-grade English language arts (ELA) classrooms or served as comparison schools, using their standard ELA curriculum only. Results from multilevel modeling with baseline adjustments and structural equation modeling support RULER's theory of change. Compared to classrooms in comparison schools, classrooms in RULER schools exhibited greater emotional support, better classroom organization, and more instructional support at the end of the second year of program delivery. Improvements in classroom organization and instructional support at the end of Year 2 were partially explained by RULER's impacts on classroom emotional support at the end of Year 1. These findings highlight the important contribution of emotional literacy training and development in creating engaging, empowering, and productive learning environments.

Caregiver Cognition and Behavior in Day-Care Classrooms.

ERIC Educational Resources Information Center

Holloway, Susan D.

A study examined the relationship between change in daycare children's classroom behavior and the teacher's socialization behavior. Various behaviors of 69 children in 24 classrooms were observed and coded in the fall and spring of the school year. Observers coded teacher behavior according to the Caregiver Interaction Scale, which assesses…

The role of interpreters in inclusive classrooms.

PubMed

Antia, S D; Kreimeyer, K H

2001-10-01

The roles of interpreters in an inclusive classroom were examined through a qualitative, 3-year case study of three interpreters in an inclusive school. Interviews were conducted with interpreters, classroom teachers, special education teachers, and administrators. The interview data were supplemented with observations and field notes. Results indicate that in addition to sign interpreting between American Sign Language and speech, the interpreters clarified teacher directions, facilitated peer interaction, tutored the deaf children, and kept the teachers and special educators informed of the deaf children's progress. The interpreter/aides and the classroom teachers preferred this full-participant interpreter role, while the special educators and administrators preferred a translator role. Classroom teachers were more comfortable with full-time interpreters who knew the classroom routine, while the special educators and administrators feared that full-time interpreters fostered child and teacher dependence. These issues are discussed in terms of congruence with the Registry of Interpreters code of ethics and how integration of young children might be best facilitated.

Effects of classroom organization on letter-word reading in first grade.

PubMed

Cameron, Claire E; Connor, Carol McDonald; Morrison, Frederick J; Jewkes, Abigail M

2008-04-01

Teacher organization is a crucial part of classroom functioning; however, its relation to student achievement has not been investigated as extensively as that of instruction. In this study, organization is defined as the amount of time teachers spend explaining the purpose and procedures of learning activities and daily routines. Data from first-grade classrooms (N=44) observed three times during the school year (fall, winter, and spring) are analyzed, along with students' (N=108) literacy skills at fall and spring. Hierarchical Linear Modeling reveals that, controlling for students' fall word reading and vocabulary skills, as well as amount of language arts instruction they receive, both amount and change in amount over time in classroom organization significantly predicts spring word reading skills. Specifically, children in classrooms observed in higher amounts of classroom time in organization at the beginning of the school year, followed by sharp decreases over the school year, demonstrated stronger letter and word reading skills by spring, and this was a main effect (p<.05). Practical and research implications are discussed.

Efficacy of Language Intervention in the Early Years

ERIC Educational Resources Information Center

Fricke, Silke; Bowyer-Crane, Claudine; Haley, Allyson J.; Hulme, Charles; Snowling, Margaret J.

2013-01-01

Background: Oral language skills in the preschool and early school years are critical to educational success and provide the foundations for the later development of reading comprehension. Methods: In a randomized controlled trial, 180 children from 15 UK nursery schools ("n" = 12 from each setting; M[subscript age] = 4;0) were randomly…

Classroom Challenge: A 3D Snapshot of Student Learning in Mathematics

ERIC Educational Resources Information Center

Wilder, Sandra

2015-01-01

This article aims to describe a type of formative assessment, MAP Classroom Challenge, which has been introduced in mathematics classrooms in recent years. MAP, or the Mathematics Assessment Project Classroom Challenges (formerly known as Formative Assessment Lessons), are developed by teams of math educators from the Shell Centre for Mathematical…

Science of Materials: A Case Study of Intentional Teaching in the Early Years

ERIC Educational Resources Information Center

Hackling, Mark; Barratt-Pugh, Caroline

2012-01-01

Australia's Early Years Learning Framework and leading international researchers argue for more intentional and purposeful teaching of science in the early years. This case study of exemplary practice illustrates intentional teaching of science materials which opened-up learning opportunities in literacy and number. Student-led hands-on…

Teacher Participation in Online Professional Development: Exploring Academic Year Classroom Impacts

ERIC Educational Resources Information Center

Opfer, Thomas

2017-01-01

The purpose of this mixed methods case study research was to investigate the reasons teachers chose online professional development (OPD) focusing on technology integration and how this OPD impacted teachers' classroom practices over a six month period. Previous research identified that OPD provides flexibility beyond what traditional face-to-face…

One Good Look Deserves Another: Combining Methodologies to Describe Classrooms. Report No. 5084.

ERIC Educational Resources Information Center

Kugle, C. L.; Clements, R. O.

Qualitative and quantitative methodology in classroom observation were combined in this study that examined nine second grade reading classes. Each classroom was observed by an ethnographer and a classroom coder ten times throughout the year, and each observation lasted 90 minutes. For each classroom, four of the ten observations were also…

Impacts of Social-Emotional Curricula on Three-Year-Olds: Exploratory Findings from the Head Start CARES Demonstration. OPRE Report 2014-78

ERIC Educational Resources Information Center

Hsueh, JoAnn; Lowenstein, Amy E.; Morris, Pamela; Mattera, Shira K.; Bangser, Michael

2014-01-01

Preschool has long been viewed as a way to promote low-income children's early learning and development. Some promising classroom-based strategies have been found to enhance preschool children's social, emotional, and behavioral competencies. Most of this research has focused on 4-year-olds, even as a growing number of 3-year-olds attend Head…

The Relationship between Attention Levels and Class Participation of First-Year Students in Classroom Teaching Departments

ERIC Educational Resources Information Center

Sezer, Adem; Inel, Yusuf; Seçkin, Ahmet Çagdas; Uluçinar, Ufuk

2017-01-01

This study aimed to detect any relationship that may exist between classroom teacher candidates' class participation and their attention levels. The research method was a convergent parallel design, mixing quantitative and qualitative research techniques, and the study group was composed of 21 freshmen studying in the Classroom Teaching Department…

Digital Students in the Democratic Classroom: Using Technology to Enhance Critical Pedagogy in First-Year Composition

ERIC Educational Resources Information Center

Skurat Harris, Heidi A.

2009-01-01

Students enter composition classrooms in the twenty-first century with various levels of computer proficiency and comfort with technology and digital media. Instructors often make assumptions that their students' are familiar with technology, even though students may be hesitant to use technology in the classroom. This dissertation gathers data…

Associations between school-level environment and science classroom environment in secondary schools

NASA Astrophysics Data System (ADS)

Dorman, Jeffrey P.; Fraser, Barry J.; McRobbie, Campbell J.

1995-09-01

This article describes a study of links between school environment and science classroom environment. Instruments to assess seven dimensions of school environment (viz., Empowerment, Student Support, Affiliation, Professional Interest, Mission Consensus, Resource Adequacy and Work Pressure) and seven dimensions of classroom environment (viz., Student Affiliation, Interactions, Cooperation, Task Orientation, Order & Organisation, Individualisati n and Teacher Control) in secondary school science classrooms were developed and validated. The study involved a sample of 1,318 students in 64 year 9 and year 12 science classes and 128 teachers of science in Australian secondary schools. Using the class mean as the unit of analysis for student data, associations between school and classroom environment were investigated using simple, multiple and canonical correlational analyses. In general, results indicated weak relationships between school and classroom environments and they reinforced the view that characteristics of the school environment are not transmitted automatically into science classrooms.

Using Performance Feedback to Support Paraprofessionals in Inclusive Preschool Classrooms

ERIC Educational Resources Information Center

Brown, Teresa L.; Gatmaitan, Michelle; Harjusola-Webb, Sanna M.

2014-01-01

Paraprofessionals (also referred to as paraeducators or instructional assistants) who work in inclusive early childhood classrooms are facing increasing responsibilities in supporting teachers and children with diverse learning needs (Deardorff, Glasenapp, Schalock, & Udell, 2007; Downing, Ryndak, & Clark, 2000; Giangreco, Broer, &…

Formative Evaluation of the Understanding the Early Years Initiative. Final Report

ERIC Educational Resources Information Center

Human Resources and Skills Development Canada, 2009

2009-01-01

This report presents the findings of the formative evaluation of the Understanding the Early Years (UEY) Initiative. The evaluation was conducted to examine issues of implementation and design, early progress in achieving immediate objectives, and issues related to accountability. The evaluation team was also asked to provide preliminary guidance…

Approaches to Developing Health in Early Years Settings

ERIC Educational Resources Information Center

Mooney, Ann; Boddy, Janet; Statham, June; Warwick, Ian

2008-01-01

Purpose: The purpose of the paper is to consider the opportunities and difficulties in developing health-promotion work in early years settings in the UK. Design/methodology/approach: As the first study of its kind conducted in the UK, a multi-method approach was adopted involving: an overview of health-related guidance and of effective…

Teachers' Language in Interactions: An Exploratory Examination of Mental State Talk in Early Childhood Education Classrooms

ERIC Educational Resources Information Center

King, Elizabeth; La Paro, Karen

2015-01-01

Research Findings: This study examined 34 Head Start teachers' use of four categories of mental state talk (verbalizations of mental processes using emotion terms, cognition terms, desire terms, and perception terms) during naturally occurring classroom interactions. Transcriptions from classroom videos were coded for mental state talk…

Living Inquiry: Learning from and about Informational Texts in a Second-Grade Classroom

ERIC Educational Resources Information Center

Maloch, Beth; Horsey, Michelle

2013-01-01

This article tells the story of one second grade teacher and the ways she integrated informational texts into her classroom. Reported by the classroom teacher and a researcher who studied her practice for a year, the manuscripts detail the ways Michelle (the classroom teacher) embedded informational texts in her classroom primarily within the…

Informing Teacher Education through the Use of Multiple Classroom Observation Instruments

ERIC Educational Resources Information Center

Weber, Nancy Dubinski; Waxman, Hersh C.; Brown, Danielle B.; Kelly, Larry J.

2016-01-01

The purpose of the present study is to examine how first-year secondary teaching interns' classrooms compare to those of more experienced teachers. Through the simultaneous use of three unique observation instruments, the authors addressed the following research questions: (a) How do first-year secondary teachers' classroom behaviors compare to…

"Use Your Words:" Reconsidering the Language of Conflict in the Early Years

ERIC Educational Resources Information Center

Blank, Jolyn; Schneider, Jenifer Jasinski

2011-01-01

This article explores the nature of classroom conflict as language practice. The authors describe the enactment of conflict events in one kindergarten classroom and analyze the events in order to identify the language practices teachers use, considering teachers' desires for language use in relation to conflict and exploring the nature of the…

Exploring the Impact of TeachME™ Lab Virtual Classroom Teaching Simulation on Early Childhood Education Majors' Self-Efficacy Beliefs

NASA Astrophysics Data System (ADS)

Bautista, Nazan Uludag; Boone, William J.

2015-04-01

The purpose of this study was to investigate the impact of a mixed-reality teaching environment, called TeachME™ Lab (TML), on early childhood education majors' science teaching self-efficacy beliefs. Sixty-two preservice early childhood teachers participated in the study. Analysis of the quantitative (STEBI-b) and qualitative (journal entries) data revealed that personal science teaching efficacy and science teaching outcome expectancy beliefs increased significantly after one semester of participation in TML. Three key factors impacted preservice teachers' (PST) self-efficacy beliefs in the context of participation in TML: PSTs' perceptions of their science content knowledge, their familiarity with TML technology and avatars, and being observed by peers. Cognitive pedagogical mastery (TML practices), effective/actual modeling, cognitive self-modeling, and emotional arousal were the primary sources that increased the PSTs' perceived self-efficacy beliefs. Overall, the results of this study suggest that the TML is a worthwhile technology for learning to teach in teacher education. It provides a way for PSTs to have a highly personalized learning experience that enables them to improve their understanding and confidence related to teaching science, so that ideally someday they may translate such an experience into their classroom practices.

Classroom on Wheels.

ERIC Educational Resources Information Center

Murfreesboro City Schools, TN.

Designed for 3- and 4-year-old disadvantaged children and their parents, a mobile unit consisting of a renovated school bus turned classroom is described which travels to three areas daily for a 2-hour period. The program for children is designed primarily for developmental skills--visual, sensory, auditory, and cognitive. Activities emphasize…

Identification and Subjectivity in a Year-3 Classroom: Using Lacan's Mirror Stage to Analyse Ethnographic Data

ERIC Educational Resources Information Center

Walters, Sue

2014-01-01

This paper is a re-engagement with some ethnographic data, originally analysed using a sociocultural approach. It makes use of a recent proposal that Lacan's "mirror stage" when applied to an analysis of classroom settings and interactions can offer a fruitful way of explaining and understanding classroom lives, identities and…

Impacts after One Year of "Healing Classroom" on Children's Reading and Math Skills in DRC: Results from a Cluster Randomized Trial

ERIC Educational Resources Information Center

Aber, J. Lawrence; Torrente, Catalina; Starkey, Leighann; Johnston, Brian; Seidman, Edward; Halpin, Peter; Shivshanker, Anjuli; Weisenhorn, Nina; Annan, Jeannie; Wolf, Sharon

2017-01-01

This article examines the effects of one year of exposure to "Learning to Read in a Healing Classroom" (LRHC) on the reading and math skills of second- to fourth-grade children in the low-income and conflict-affected Democratic Republic of the Congo. LRHC consists of two primary components: teacher resource materials that infuse…

Classroom Management and Students' Perceptions of Classroom Climate

ERIC Educational Resources Information Center

Ratzburg, Susan A.

2010-01-01

The impact of classroom management and the impact of classroom climate on student academic achievement has been independently documented by scholars. Less is currently know regarding the relationship linking classroom management and climate. Therefore, the purpose of this quasi experimental study was to explore the influence of classroom…

Classroom Teachers and Classroom Research. JALT Applied Materials.

ERIC Educational Resources Information Center

Griffee, Dale T., Ed.; Nunan, David, Ed.

This collection of papers leads classroom language teachers through the process of developing and completing a classroom research project. Arranged in four sections, they include: "Language Teaching and Research" (David Nunan); "Where Are We Now? Trends, Teachers, and Classroom Research" (Dale T. Griffee); "First Things First: Writing the Research…

Leadership of Learning in Early Years Practice: A Professional Learning Resource [Includes DVD

ERIC Educational Resources Information Center

Hallet, Elaine

2014-01-01

This book focuses upon effective pedagogical leadership and practice in the leadership of learning within early years settings and children's centres. The book and accompanying DVD, containing real-life examples of early years leaders, provides a framework for reflective thinking and learning for those leading practice and working with children,…

Paths to Empowerment. Ten Years of Early Childhood Work in Israel.

ERIC Educational Resources Information Center

Paz, Ruth

In this book, Bernard van Leer Foundation programs in Israel that combined early childhood education and community development approaches across a 10-year period are described. Chapter (1) provide an introduction; (2) discuss the evolution of this combined approach, its theoretical roots in the separate disciplines of early childhood education and…

Embedding Individualized Social Goals into Routine Activities in Inclusive Early Childhood Classrooms

ERIC Educational Resources Information Center

Macy, Marisa G.; Bricker, Diane D.

2007-01-01

This study examined the effectiveness of embedding children's social goals into routine activities within inclusive preschool classroom settings. An AB (i.e. baseline and intervention) single-subject design was used across three male participants with identified disabilities. Three student-teachers, enrolled in a master's program at a university,…

Zooming in and Out: Exploring Teacher Competencies in Inclusive Early Childhood Classrooms

ERIC Educational Resources Information Center

Lee, Yoon-Joo; Recchia, Susan L.

2016-01-01

This study explored issues of social inclusion for young children with disabilities through a systematic reanalysis of six preschool case studies focusing on strategies that teachers used in daily practice. Our analysis process entailed a reexamination of classroom observations and teacher inquiry data, focusing back and forth between the…

"It's a Hurricane! It's a Hurricane!": Can Music Facilitate Social Constructive and Sociodramatic Play in a Preschool Classroom?

ERIC Educational Resources Information Center

Love, Angela; Burns, M. Susan

2006-01-01

Sustaining attention and successfully engaging with others in collaborative play are important accomplishments focused on in preschool classrooms and childcarecenters. In addition, music is frequently used in early childhood classrooms, and even recommended as an environmental feature to motivate and regulate children's behavior. Although pretend…

Student Attitudes toward Flipping the General Chemistry Classroom

ERIC Educational Resources Information Center

Smith, J. Dominic

2013-01-01

The idea of ''flipping the classroom'' to make class time more engaging and student-centred has gained ground in recent years. The lecture portion of General Chemistry I and General Chemistry II courses were pushed outside the classroom using pre-recording technology and streaming delivery of content, in order to make in-class time more…

Within-Day Variability in the Quality of Classroom Interactions during Third and Fifth Grade: Implications for Children's Experiences and Conducting Classroom Observations

ERIC Educational Resources Information Center

Curby, Timothy W.; Stuhlman, Megan; Grimm, Kevin; Mashburn, Andrew; Chomat-Mooney, Lia; Downer, Jason; Hamre, Bridget; Pianta, Robert C.

2011-01-01

The quality of classroom interactions has typically been studied using aggregates of ratings over time. However, within-day ratings may contain important variability. This study investigated within-day variability using the NICHD Study of Early Childcare and Youth Development's observational data during grades 3 and 5. The first question examined…

Making a Difference in the Classroom: Strategies that Connect with Students

ERIC Educational Resources Information Center

Balli, Sandra J.

2009-01-01

This book is about the energy, substance, hope, and determination that excellent teachers bring to the rhythm of classrooms every day, year in and year out. Balli offers experiences and important lessons about teaching and classroom life at all grade levels, illuminating the perspective of both teachers and students. Knitting teacher and student…

Early-Years Swimming: Creating Opportunities for Adding Mathematical Capital to Under 5s

ERIC Educational Resources Information Center

Jorgensen, Robyn

2013-01-01

Drawing on survey data from over 2000 parents, this paper explores the possibility of early-years swimming to add mathematical capital to young children. Using developmental milestones as the basis, it was found that parents reported significantly earlier achievement on many of these milestones. Such data suggest that the early years swim…

Building an Ethical Community in the Classroom: Community Meeting.

ERIC Educational Resources Information Center

McClurg, Lois Gail

1998-01-01

Describes "community meetings" in early childhood classrooms, designed to create an intentional community devoted to learning to live with and consider the perspectives of others. Discusses how meetings work, community meeting and the topic of exclusion, students' learning about themselves, awareness as a kind of solution, airing a…

Effective Classroom Management

ERIC Educational Resources Information Center

Mansor, Azlin Norhaini; Eng, Wong Kim; Rasul, Mohamad Sattar; Hamzah, Mohd Izham Mohd; Hamid, Aida Hanim A.

2012-01-01

This paper attempts to explore and identify the characteristics of an effective teacher who teaches English as a second language to 10 year old students from different ethnics, various social economic background and multi-level language ability, at a private primary school in Malaysia. The study focused on classroom management using a case study…

Domestic Violence and Abuse Prevention Programmes in the Early Years Classroom: A Pastoral, Academic and Financial Priority?

ERIC Educational Resources Information Center

McKee, Bronagh E.; Mason, Sarah

2015-01-01

Prevention programmes underpin every child's right to "feel" safe and to "be" safe from all forms of harm. Delivered in schools across the globe, they aim to equip children with knowledge about safety and the skills to seek help early. By drawing upon international prevalence and impact research, as well as the legal, policy…

Teachers' Perceptions of the Influence of Assessment on Their Teaching of Year 9 English

ERIC Educational Resources Information Center

Portelli, Leanne; O'Sullivan, Kerry-Ann

2016-01-01

This article draws from a Masters research study investigating the early implementation of the NSW English K-10 Syllabus in Year 9 with a focus on, teachers' perceptions of the various forms and purposes of assessment and the role these play in the classroom. The five participants were drawn from one English faculty in a single sex school in the…

Collaboratively Evaluating and Deploying Smart Technology in Classrooms

ERIC Educational Resources Information Center

Strong, Bart; Kidney, David

2004-01-01

For several years prior to 2000, students and faculty at McMaster University rated classrooms below those at peer universities. In the case of many classrooms, the teaching environments were outdated and the technology was old. The provost determined in 2000 that they needed to make a long-term investment in their learning spaces. For sound…

Learning from Children: Learning from Caroline Pratt (1867-1954). Early Progressives in Early Years Education

ERIC Educational Resources Information Center

Drummond, Mary Jane

2014-01-01

This review of Caroline Pratt's life and work in early years education includes an account of how a six-year-old boy taught a woman in her thirties what she needed to know in order to open a school--in 1914--that continues to this day, a school that was, in the founder's own words, fitted to the child and not the other way around. It finds a clear…

A randomized controlled trial of the impact of a teacher classroom management program on the classroom behavior of children with and without behavior problems.

PubMed

Hutchings, Judy; Martin-Forbes, Pam; Daley, David; Williams, Margiad Elen

2013-10-01

This randomized controlled trial (RCT) evaluated the efficacy of the Incredible Years (IY) Teacher Classroom Management (TCM; Webster-Stratton & Reid, 2002) program to assess whether training teachers in IY-TCM principles improve teacher behavior, whether any observed improvements impact pupil behavior classroom-wide, and whether these effects can be demonstrated with children at risk of developing conduct problems. Six intervention and six control classrooms comprising 12 teachers and 107 children (aged 3 to 7years) were recruited. Children were screened for high or low behavior problems using the cut-off points of the teacher-rated Strengths and Difficulties Questionnaire (Goodman, 1997). The primary outcome measure was independent classroom observations using the Teacher-Pupil Observation Tool (Martin et al., 2010). Multilevel modeling analyses were conducted to examine the effect of the intervention on teacher, classroom, and child behavior. Results showed a significant reduction in classroom off-task behavior (d=0.53), teacher negatives to target children (d=0.36), target child negatives towards the teacher (d=0.42), and target child off-task behavior (d=0.48). These preliminary results demonstrate the potential impact of IY-TCM on both teacher and child behavior. Copyright © 2013 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.

Group Time in Early Childhood Centers: An Exploratory Study.

ERIC Educational Resources Information Center

McAfee, Oralie

To investigate the current status of group time in early childhood centers, a small-scale exploratory study was designed and executed. Results of interviews with 35 teachers and observations in five classrooms serving children ages 2 1/2 through kindergarten revealed that all classrooms had at least one group time or circle time, usually in the…

Should Rewards Have a Place in Early Childhood Programs?