ethanporcaro/eric-fulltext-meta huggingface dataset:
It's More than Content: Expanding the Conception of Early Learning Standards
Author: Brown, Christopher P.
Date: 2007-00-00
Type: Journal Articles
Subjects: Early Childhood Education,Stakeholders,Academic Standards,Language Skills,Emergent Literacy,Mathematics Skills,Alignment (Education),Educational Policy,Accountability,Educational Change,Case Studies,Interviews

This article presents a case study of standards-based reform in early childhood education to demonstrate how a particular set of early childhood stakeholders--by laterally incorporating a range of developmental domains within their standards--provided a &quot;rhizoanalytic&quot; response to the Bush administration's call for early learning standards in language, early literacy, and mathematics. By incorporating the work of the National Research Council with Wisconsin's Model Early Learning Standards, the author considers how early childhood stakeholders can construct future political responses that horizontally and vertically align the field of early childhood education. Such a rhizomatic response provides the opportunity to propose politically viable policies that respect the heterogeneity that exists within the field of early childhood education.
Young Children's Cognitive Engagement during Classroom Book Reading: Differences According to Book, Text Genre, and Story Format
Author: Moschovaki, Eleni
Date: 2005-00-00
Type: Journal Articles
Subjects: Foreign Countries,Young Children,Kindergarten,Books,Fiction,Nonfiction,Learner Engagement,Correlation,Preschool Teachers,Thinking Skills,Group Discussion,Cognitive Processes,Difficulty Level,Familiarity,Reading Aloud to Others,Differences,Outcomes of Education,Literary Genres

This study examined young children's cognitive engagement during classroom book reading with different types of books in Greek kindergarten schools. Twenty teachers read four books--two fiction (familiar/unfamiliar story format) and two information books (expository/narrative text). As expected, children's and teachers' cognitive engagement was highly correlated. Overall, most group discussion was of low cognitive demand, focusing on text recall and labeling. Information books and expository texts prompted more high cognitive demand discussion, while fiction books and narrative texts of information books prompted more low cognitive demand discussion. No differences on the cognitive level of discussion between the familiar and unfamiliar fiction books were found. The outcomes are discussed in terms of young children's development of representational abilities.
Wondering with Children: The Importance of Observation in Early Education
Author: Forman, George
Date: 2005-00-00
Type: Journal Articles
Subjects: Early Childhood Education,Observational Learning,Video Technology,Documentation,Observation,Child Development,Learning Processes,Metacognition,Theory of Mind

This paper asserts that through the process of observation, documentation, and interpretation of children's goals, strategies, and theories, teachers gain insight into children's thinking. As a result of this process, teachers are better able to engage children in conversations and investigations that have the potential to extend their learning in both depth and breadth. Utilizing brief video clips of both children and adults to support its premise, the paper outlines and discusses relevant aspects of observation for understanding and introduces the concept of the videative as a powerful resource for revisiting and analyzing documented observations.
Early Learning Standards: Results from a National Survey to Document Trends in State-Level Policies and Practices
Author: Scott-Little, Catherine
Date: 2007-00-00
Type: Journal Articles
Subjects: National Surveys,Educational Trends,Trend Analysis,State Standards,Academic Standards,Preschool Education,Online Surveys,Alignment (Education)

Early learning standards--documents that outline what children should know and be able to do before kindergarten entry--are increasingly common in the United States. Data from a national survey are presented to illustrate trends in how states have developed and implemented early learning standards within the past four years. Results indicate that almost all states have developed early learning standards for prekindergarten-age children, and the number of states that have developed infant-toddler early learning standards has increased markedly. States have used a variety of strategies to support teachers in their use of early learning standards, and a number of states have or are developing monitoring systems to gauge the extent to which programs are using the standards. The authors discuss the implications that trends related to the development and implementation of early learning standards have for early childhood policies and practices, and they discuss areas where further research is needed.
College Students' Beliefs about Preschooler's Literacy Development: Results from a National Study of Jumpstart
Author: Adler, Martha A.
Date: 2007-00-00
Type: Journal Articles
Subjects: College Students,Student Attitudes,Beliefs,Preschool Children,Literacy Education,Child Development,Mentors,At Risk Students,Low Income Students,Improvement Programs,Student Surveys,Developmentally Appropriate Practices,Constructivism (Learning),Program Effectiveness,Training,Pretests Posttests,National Surveys,Likert Scales

Although research indicates that early childhood literacy programs can be effective for preschoolers, little is known about the effects of programs on college student mentors. This study explored the beliefs of college students about literacy development in preschool children and whether these beliefs change after their involvement in a yearlong, intensive mentoring program intended to facilitate at-risk preschoolers' literacy development. Survey data from a large-­scale national service program and a smaller local Jumpstart program were analyzed. Surveys from the national program investigated college students' beliefs about developmentally appropriate literacy practices. Sample surveys further investigated the nature of the students' beliefs, i.e., constructivist based versus skill based. Results indicate that a yearlong mentoring program positively impacted college students' beliefs and understanding about developmentally appropriate literacy practices.
Using the Project Approach in a Teacher Education Practicum
Author: Vasconcelos, Teresa
Date: 2007-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Education,Practicums,Preschool Children,Preschool Education,Student Projects,Student Teachers,Cooperating Teachers,Supervisors,Teacher Educators,Teaching Methods,Teacher Role,Educational Innovation,Seminars,Student Attitudes,Interdisciplinary Approach

This paper describes the early childhood teacher training program and the role of the Project Approach in the final practicum for student teachers in the Lisbon School of Education, Portugal. Student teachers, cooperating teachers, university supervisors, and instructors of teaching methods worked together to involve young children in interesting projects. This cooperation provided an opportunity for innovation and experimentation and, especially, a context for teacher educators to deepen their understanding of their roles and to improve their teaching strategies. As a consequence, the final practicum became central to the teacher education program. The article concludes with seven lessons learned as a result of this process.
Project Katrina
Author: Aghayan, Carol
Date: 2005-00-00
Type: Journal Articles
Subjects: Program Descriptions,Parent Attitudes,Teacher Attitudes,Photography,Natural Disasters,Student Needs,Student Diversity,Curriculum,Classroom Techniques,Preschool Children,Preschool Education,Freehand Drawing,Student Projects,Weather

This article describes a spontaneous project that emerged from a group of 3- and 4-year-old children in Louisiana after Hurricane Katrina. The article describes how the teachers adapted the classroom and curriculum to meet the diverse needs of children who were evacuees, as well as those children who were affected in other ways by the hurricanes--Katrina, then three weeks later, Rita. Photographs and other documentation chronicle children's work and learning over the course of the project. Parents' comments and teachers' reflections are also included.
Picture Book Reading Experience and Toddlers' Behaviors with Photographs and Books
Author: Fletcher, Kathryn L.
Date: 2006-00-00
Type: Journal Articles
Subjects: Picture Books,Childrens Literature,Toddlers,Photography,Correlation,Child Behavior,Pretests Posttests,Reading Aloud to Others,Scoring,Video Technology,Parents,Parent Surveys,Interaction,Behavior Change,Interests,Nonverbal Communication

This study investigated the relationship between picture book reading and 15-­month-­old toddlers' behaviors with photographs and books. During a pretest, 15-­month-­olds were presented with one photograph every 15 seconds (i.e., eight photographs in total). Immediately after the pretest, toddlers and their teachers read several short picture books (i.e., reading interaction). The same eight photographs were then represented in the same format to toddlers (posttest). Toddlers' behaviors were scored from videotapes as manual investigation (e.g., hitting, touching, or grasping motions) or pointing. Parents also completed 12 questions from the &quot;Stony Brook Family Reading Survey.&quot; Following a brief reading interaction, toddlers' use of manual investigations remained the same from pre-­ to posttest, but toddlers' pointing decreased from pre-­ to posttest. In general, toddlers whose parents reported that they had lower levels of interest in books were more active with both photographs and books than the toddlers whose parents reported higher levels of interest in books. Toddlers' use of manual investigations with photos during the pretest was significantly higher for those toddlers with less reported interest in books compared with the toddlers with higher levels of reported interest in books (M = 7.83 and 1.29, respectively). As theorized by previous researchers, results indicate a link between picture book reading experience and toddlers' behaviors with photographs. Implications for the type of picture books used during reading interactions with young children are discussed.
Primary Literacy Achievement: A Collaborative Urban Partnership
Author: Collins, Vikki K.
Date: 2006-00-00
Type: Journal Articles
Subjects: Literacy Education,Urban Areas,Partnerships in Education,Primary Education,Low Income,Cultural Pluralism,Student Diversity,Standardized Tests,Program Improvement,Federal Programs,Achievement Gains,Scores,Educational Research,Reading Fluency,Teacher Expectations of Students,Academic Achievement,Teacher Morale,Family School Relationship,School Community Relationship,Inservice Teacher Education,Preservice Teacher Education,Teaching Methods,Case Studies

This study examined the effects of a collaborative urban partnership on student literacy achievement. The participants were approximately 220 students in kindergarten through third grade and 10 teachers. Participants were from an urban, low-­income southeastern elementary school serving culturally diverse students. The school had been in its fourth year of Title I Program Improvement due to failure to achieve adequate gains on standardized test scores. The school leaders resolved to develop and implement an effective, research-based literacy program to ensure that all students would be able to read fluently and independently at grade level by the completion of third grade. The school leaders also realized the need to address the urban challenges of low teacher expectations for student achievement and lack of parental involvement. The collective efficacy, or shared belief system, of teachers and the resultant morale of teachers were also considered by school leaders. A collaborative urban partnership was created to furnish school and community supports to families while it provided inservice, preservice, and resource support for teachers to implement research-­based instruction. Results of formal assessments from required state testing and from individual case studies indicated an increase in student literacy achievement. Informal data analysis also suggested an increase in student literacy achievement. Since it is possible that the gains in student achievement were due to other components of the collaborative partnership or even to other unspecified factors, further research is necessary.
&quot;In Hispanic Culture, the Children Are the Jewels of the Family&quot;: An Investigation of Home and Community Culture in a Bilingual Early Care and Education Center Serving Migrant and Seasonal Farm Worker Families
Author: Gilliard, Jennifer L.
Date: 2007-00-00
Type: Journal Articles
Subjects: Hispanic Americans,Cultural Influences,Rural Areas,Interviews,Preschool Teachers,Early Childhood Education,Migrant Workers,Observation,Family Influence,Culturally Relevant Education,Student Diversity,Individualized Instruction,Bilingual Students,Journal Writing,Coding,Language Usage,Spanish Speaking,Language Acquisition

This article investigates how culture shapes instruction in a bilingual early care and education program serving migrant and seasonal farm worker families in rural Wyoming. Interviews with eight early childhood teachers as well as classroom observations were conducted. The investigation is framed around the following research question: How does the culture of the family and the community shape curriculum in the investigated migrant and seasonal early learning program? Data analysis suggested that providing curriculum in the child's home language is critical to supporting relationships in addition to language development. As well, the importance of educators responding to diverse cultures through showing respect for children and families plus individualizing instruction and care was reflected in the data. Implications for early childhood practitioners are discussed.
Getting Teachers from Here to There: Examining Issues Related to an Early Care and Education Teacher Policy
Author: Ackerman, Debra J.
Date: 2005-00-00
Type: Journal Articles
Subjects: Early Childhood Education,Preschool Teachers,Certification,Teacher Education Programs,Labor Force Development,Program Implementation,Barriers,Educational Quality,Developmentally Appropriate Practices,Educational Policy,State Schools

Most early care and education teachers are not required to have attained a bachelor's degree (BA) prior to working with young children. Because of the research base demonstrating that teachers with a BA specifically related to early childhood play an integral role in the provision of high-quality early care and education, there have been increasing calls for new policies with regard to the educational requirements for those who teach and care for young children. Although instituting a new &quot;BA policy&quot; is a key component in improving the quality of early childhood education, there are various &quot;getting from here to there&quot; issues that would also need to be considered, particularly if the policy's goals include increasing the credentials of the current workforce. This article explores two of these issues: the constraints facing early care and education teachers in improving their credentials and the capacity of teacher preparation programs to support the policy and in turn help create a qualified and knowledgeable workforce. Given that New Jersey has recently adopted such a policy for teachers in its state-funded preschools, findings from studies focusing on this effort are used in order to illustrate these issues. The article concludes with implications for policy makers and researchers in terms of optimizing implementation of a BA policy and ensuring that policy-related supports are working.
Assessing the Quality of Early Years Learning Environments
Author: Walsh, Glenda
Date: 2005-00-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Environment,Preschool Children,Preschool Education,Preschool Teachers,Kindergarten,Elementary School Teachers,Measures (Individuals),Mixed Methods Research,Educational Quality,Student Motivation,Personal Autonomy,Self Esteem,Well Being,Interpersonal Relationship,Prosocial Behavior,Social Attitudes,Multiple Intelligences,Thinking Skills,Attention Control

This article describes a means of evaluating early years classrooms from the perspective of the child's experience. Nine key themes, such as motivation and independence, are identified as representing significant aspects of a high-quality environment for learning. The manner in which these manifest themselves in relation to the three elements of the interactional triangle--the children, the adults, and their physical environment--is assessed by means of an observation schedule called the Quality Learning Instrument (QLI). The paper illustrates the design and validation of the instrument with data from a project involving observations of classroom practice in Northern Ireland primary schools and Danish kindergartens. It describes how judgments made using the instrument can be triangulated or &quot;calibrated&quot; against the judgments of experts not connected with the data collection. The article concludes with the argument that the instrument may be successfully used to provide a basis for external quality assessments or as a means for early years teachers to reflect on the environment for learning that they generate in their own classrooms.
&quot;Reading&quot; Young Children's Visual Texts
Author: Pantaleo, Sylvia
Date: 2005-00-00
Type: Journal Articles
Subjects: Foreign Countries,Grade 1,Elementary School Students,Picture Books,Reader Response,Story Telling,Visual Literacy,Reading Instruction

This article discusses a study that explored first-grade students' responses to and interpretations of eight picture books with metafictive devices. The article focuses on children's visual and written responses to the picture books and describes the relationship between the students' visual and verbal texts with respect to storytelling. The two main categories in a categorization scheme that describes text-image relationships in picture books--parallel storytelling and interdependent storytelling--were adapted to analyze the students' visual and written responses. Analysis of data revealed that for seven of the eight picture books, at least one-half of the children's visual and verbal texts were categorized as interdependent storytelling. Thus, to a certain extent, the children's images and text emulated the interdependent storytelling nature of the picture books used in the study. The article concludes with discussions about the value of viewing children's work as miniature ecosystems and the importance of developing children's visual literacy skills.
Moving toward Visual Literacy: Photography as a Language of Teacher Inquiry
Author: Moran, Mary Jane
Date: 2005-00-00
Type: Journal Articles
Subjects: Photography,Inquiry,Visual Literacy,History,Photojournalism,Media Literacy,Educational Practices,Metacognition,Nursery Schools,Early Childhood Education,Elementary Schools,Research Methodology,Mediation Theory,Epistemology,Visual Perception

This article presents one portrayal of the role of photography as a language of teacher inquiry. To inform teachers' use of photography, the first part of the article presents a brief historical perspective of photography's role in the study of human behavior in the fields of visual anthropology, visual sociology, photojournalism, and media literacy. The second part of the article includes three functional applications of photography in teacher inquiry: representational, mediational, and epistemological. The three functions are defined, and classroom examples and in-depth analyses of these functions are provided to illustrate how photography promotes inquiry-based classroom practices. These analyses include discussions of teachers' intentional focus or mental lens, the importance of collective contexts of teacher study, the metacognitive processes of teacher inquiry, and the appropriation of skills in teacher inquiry. Each example demonstrates a progressively deeper analysis of how photography can be used by educators to move the field of education toward visual literacy. The examples are taken from preschool and early elementary-school classrooms, although the applications may be extended to the broader field of education.
Head Start Families Sharing Literature
Author: Green, Connie R.
Date: 2004-00-00
Type: Journal Articles
Subjects: Preschool Education,Disadvantaged Youth,Childrens Literature,Reading Aloud to Others,Interviews,Parent Attitudes,Diaries,Content Analysis,Parent Child Relationship,Family Environment,Mothers,Qualitative Research

The purpose of this research was to ascertain the types of books read by Head Start families to their children, conditions for reading aloud at home, perceived benefits of reading aloud, and children's responses to books. Data were collected from parent interviews and reading logs. Participants included 14 children and families from four Head Start classrooms located in two states. Researchers conducted content analysis and frequency counts of the data. Researchers used qualitative research methods to explore the ways books were used at home and children's responses to reading aloud. Systematic review of both parent reading logs and parent interviews led to common patterns and frequencies of responses. Findings indicate that Head Start families read to their children mostly in the bedroom at night. Mothers were the primary readers, sharing mainly books that were not challenging in terms of language and concepts. Children responded to the books by relating them to their own experiences, noticing details in pictures, asking questions, labeling, reading emergently, and enacting stories. Recommendations include encouraging families to read many times during the day, supporting a variety of responses, and accessing high-quality children's literature.
Measuring Teachers' Perceived Interactions with Children: A Tool for Assessing Beliefs and Intentions
Author: Wilcox-Herzog, Amanda
Date: 2004-00-00
Type: Journal Articles
Subjects: Teacher Student Relationship,Teacher Attitudes,Correlation,Preschool Teachers,Preschool Children,Educational Attainment,Teacher Qualifications,Questionnaires,Teacher Behavior,Rating Scales,Play,Teacher Surveys,Teacher Education

This study examined the relationship between teachers' beliefs and intentions about the importance of teacher-child interactions. The participants were 71 early childhood teachers who had worked with children ages 35 for an average of 9 years (range 0-29). Roughly 35% of the teachers had majored in early childhood education, and 63% held at least a Child Development Associate (CDA) credential. In addition, approximately 66% of the sample had taken enough coursework in early childhood education to obtain a permit to work with young children. The results of this study show that beliefs are predictive of intentions. The results also indicate that depth of training influences intentions. It appears that those with the least and most training feel that they are interacting with children most appropriately. Job title was related to perceived ability to practice beliefs. Teacher aides felt more able to practice their beliefs than did teachers.