What Does a Culturally Sustaining Learning Climate Look Like?

A solid base of research evidence exists to show that teachers’ assessments of children are impacted by their perceptions of those children. From the Pygmalion in the Classroom experiment which powerfully showed that teacher expectations of students impacted those students’ performance, to more recent research on teachers’ underrating of children based on low SES, race, and language learner status, it is clear that what educators believe about their students has real implications for their educational outcomes. This article examines the learning climate for young children at the intersection of children's immigration status, disproportionality, and teacher perceptions, making an argument for classrooms that are humanizing and culturally sustaining. Given the large and ever growing population of young immigrant students, teachers need tools to develop positive climates within which all students can thrive. This article presents a framework of such tools that can be built into teacher preparation curricula to support the development of early childhood educators.     

What Does RTI (Response to Intervention) Look Like in Preschool?

This paper examines the use of Response to Intervention (RTI) in early childhood programs, more specifically in preschool settings. The paper proposes that RTI in preschool could focus on alleviating risk factors as it relates to social emotional competence, and reduction of challenging behaviors during early childhood years. A case-study in which RTI is used for challenging behaviors of a child is examined. Further, recommendations for practice in application of Positive Behavior Support (PBS) in preschool are made.     

Instructional Leadership in Practice: What Does It Look Like,and What Influence Does It Have?

Literature on school reform has emphasized the need for principals to expand beyond their traditionally administrative role and become instructional leaders. This article examines the relationship between the practice of site-based instructional leadership and the professional development that teachers received in the context of a district-wide reform effort in San Diego City Schools. Using data from teacher surveys and school-based interviews, we find a connection between aspects of principal instructional leadership (coherent school-wide vision and leaders' engagement in instructional improvement) and selected research-based characteristics of effective teacher professional development (coherence and focus on content and curriculum). We conclude by addressing some of the tensions and limitations associated with a particular vision for site-based instructional leadership.     

What Does a Modern Anatomist Look like? Current Trends in the Training of Anatomy Educators

Anatomical sciences are foundational to the health professions, yet little is known about the qualifications of anatomy educators at the graduate and professional level in the United States. Moreover, there is concern that the number of qualified anatomy educators being trained may be insufficient to meet the growing demand posed by new and expanded programs in medicine and allied health specialties. The authors surveyed anatomists from across the country to (i) characterize the educational credentials of current anatomy educators and (ii) assess the perceived need for education-focused postdoctoral positions or formal mentorships to prepare anatomists for teaching-intensive faculty positions. To probe the survey responses more deeply, one-on-one interviews were conducted with eight individuals selected to represent a diverse sample of respondents in terms of institution, gender, and academic rank. Results indicate that 30–40% of educators at the graduate level and approximately 60% of those at the undergraduate level lack graduate coursework in histology, embryology, and neuroanatomy. Forty-five percent of respondents had completed a postdoctoral fellowship. Eighty-six percent replied “yes/maybe” to the question of whether an anatomy education postdoctoral fellowship would benefit doctoral graduates. The top 3 reasons for this recommendation were to (i) establish independent educational research, (ii) improve a publication record, and (iii) gain additional teaching experience. Notable weaknesses of education-focused postdoctoral training were related to finances, fear of exploitation, and undervaluing of teaching. Moving forward, postdoctoral fellowships and other forms of postgraduate training may represent a key strategy for training anatomists in the current educational climate. Anat Sci Educ 00: 000–000. © 2018 American Association of Anatomists.     

When Does Tool Use Become Distinctively Human? Hammering in Young Children

This study examines the development of hammering within an ontogenetic and evolutionary framework using motion‐capture technology. Twenty‐four right‐handed toddlers (19–35 months) wore reflective markers while hammering a peg into a peg‐board. The study focuses on the motor characteristics that make tool use uniquely human: wrist involvement, lateralization, and handle use. Older children showed more distally controlled movements, characterized by relatively more reliance on the wrist, but only when hammering with their right hand. Greater age, use of the right hand, and more wrist involvement were associated with higher accuracy; handle use did not systematically change with age. Collectively, the results provide new insights about the emergence of hammering in young children and when hammering begins to manifest distinctively human characteristics.     

Culturalizing Science Instruction: What Is It,What Does It Look Like and Why Do We Need It?

Journal of Science Teacher Education -     

What Counts? Sources of Knowledge in Children’s Acquisition of the Successor Function

Although many U.S. children can count sets by 4 years, it is not until 5½–6 years that they understand how counting relates to number—that is, that adding 1 to a set necessitates counting up one number. This study examined two knowledge sources that 3½- to 6-year-olds (N = 136) may leverage to acquire this “successor function”: (a) mastery of productive rules governing count list generation; and (b) training with “+1” math facts. Both productive counting and “+1” math facts were related to understanding that adding 1 to sets entails counting up one number in the count list; however, even children with robust successor knowledge struggled with its arithmetic expression, suggesting they do not generalize the successor function from “+1” math facts.     

What Do Students’ Explanations Look Like When They Use Second-Hand Data?

Explanation studies underlined the importance of using evidence in support of claims. However, few studies have focused on students' use of others' data (second-hand data) in this process. In this study, students collected data from a local water source and then took all the data back to the classroom to create scientific explanations by using claim–evidence–reasoning model on a new mobile application. A middle school science teacher from a Midwest town participated with four sixth-grade classes. After collecting their own data from a local water source, students created explanations by analyzing the data they collected (first-hand data), and by analyzing existing data set collected by another school from another river (second-hand data). By analyzing the health of these two water sources, students created two scientific explanations. Students participating in this study created stronger explanations when analyzing the data they generated (first-hand data).     

Is the Child Making Expected Progress? Measuring Change in Rate of Development With Young Children

Early interventionists seek to document the effectiveness of their efforts with children with developmental delays. In order to do so, they need to have available as many techniques as possible to ascertain a comprehensive view of the child's progress. One tool that has been used effectively in efficacy research, but has not been widely employed in program evaluation designs is the rate of change in development index. This article presents the rate of change in development index as a useful tool for early interventionists who are attempting to interpret and evaluate child progress. A model for the use of a rate of change index is described which uses the Proportional Change Index developed by Wolery (1983). The model is illustrated through a case study. Applications and limitations of the rate of change index are also discussed.     

Print Reading in General Education Kindergarten Classrooms: What Does It Look Like for Students At‐risk for Reading Difficulties?

The purpose of this study was to examine the amount of time spent actively engaged in reading sounds, words, and connected text for students at‐risk for reading difficulties in the first formal grade of reading instruction, kindergarten. Observational data of 109 kindergarten students at high‐risk for later reading difficulties were collected during general education reading instruction across the school year. Findings revealed students read orally for just over 1 minute during their reading instruction with approximately equal time spent reading sounds, words, or connected text. Implications of these results for early reading instruction and intervention for students at‐risk for reading difficulties or disabilities are presented.     

What Does the Writer Prefer?

Ihavealwaysbeeninterestedinmakingthings.WhenIwasachild,enjoyedpainting,butIalsolikedmakingthingsoutofclay.Iwonarize(奖)foroneofmypaintingswhenIwasfour鄄en.ThatmaybewhyIwenttoanartschoolandudiedthereforfouryears.ButIstudiedpaintingfirst,notpottery(陶器制造).IlikebeingaotterbecauseIliketoworkwithmyhandsandeltheclay.I蒺mhappyworkingbymyselfandbe鄄gnearmyhome.Idon蒺tlikemass鄄producedings,fortheyaremadebymachinesandareallesame.Ithinkcrafts(手工艺)areveryimportantdcraftspeoplemakethingscleverly…     

What Would You Like?

Hello,everyone!同学们,“What would you like?”是服务员招呼顾客的常用语,但在不同的场合有不同的译法。在商店里,它是“你要买什么?”的意思。在餐馆里,它是“你想吃(喝)什么?”的意思。回答时,顾客可直接说出要买的物品或想吃(喝)的东西,也可以用“I'd like…”或“I want(to buy)…”(我想要买/吃/喝……)来回答,如:     

How Do Young Children Misbehave in the Grocery Store and in the School? The Preschoolers' Perspective

This research assessed young children's perceptions about what misconduct behaviors peers are likely to commit across two contexts, the school and the grocery store. In addition, participants heard one of two versions in which the protagonist was either a boy or a girl. The participants were 70 preschool children (40 males and 30 females) and ranged in age from 36 to 77 months (M = 57 months). The results showed that a total of 242 non-repetitive behaviors were generated. Most of the behaviors generated either concerned acts having negative consequences to others (i.e., moral transgressions) or violations of social norms (i.e., conventional transgressions). The results also showed that children generated more moral than conventional misbehaviors. Moral acts were expected to occur more often in the school context than in grocery context, whereas social conventional misbehaviors were expected to occur in both contexts. Children described three specific types of moral misbehaviors: physical harm, property violations, and interpersonal violations. Furthermore, children's expectations of peers' misbehaviors were a function of the gender of the character committing the misdeed as well as the story context.     

If Multicultural Science Education Standards’ Existed, What Would They Look Like?

The intersection between science teacher education and multiculturalism has produced a considerable amount of research in the science education community. This paper suggests, according to current science teacher preparation literature, an initial set of multicultural science education standards for science methods course instructors of preservice teachers: dialogic conversation, authentic activities, reflexivity, ability, committed practice, and knowing. Included in the discussion of each standard is an activity or lesson that a science methods course instructor can implement.     

Young Children’s Color Preferences in the Interior Environment

This study focuses on children’s color preferences in the interior environment. Previous studies highlight young children’s preferences for the colors red and blue. The methods of this study used a rank ordering technique and a semi-structured interview process with 3-, 4-, and 5-year-old children. Findings reveal that children prefer the color red in the interior environment. The color purple was preferred by girls. Cool colors were favored over warm colors. Recommendations are made for application of color in the child development environment.     

Misbehavior or Missed Opportunity? Challenges in Interpreting the Behavior of Young Children with Autism Spectrum Disorder

Young children with autism spectrum disorder (ASD) are increasingly being included in early childhood classrooms that include typically developing peers and in general education classrooms once they enter school. Many of these learners have the requisite academic skills to be successful, yet their social communication and behavioral challenges often impede their successful inclusion in general education settings. The challenges educators may experience when interpreting and responding to some behaviors exhibited by young students with ASD are explored and analyzed using an illustrative case vignette of a Kindergarten child with ASD. Recommendations for analyzing the communicative function of children’s behavior and for embedding social communication opportunities in inclusive classroom settings are described.     

What Kind of English Class Do You Like?

I hope I’ll have more chances to speak English in class,because we can learn English well only by using it.However,we have no such a chance at home.I hope the teacher will arrange all kinds of activities in class,such as dialogues,short plays,reading contests and so on.I don’t think it good for the teacher to talk all the time while the students take notes only.I think it necessary to learn some grammar.But we shouldn’t study grammatical rules in     

What Does Prone Skateboarding in the Newborn Tell Us About the Ontogeny of Human Locomotion?

The crawling behavior of sixty 2-day-old newborns was studied while they were supported prone on a mini skateboard and on a pediatric mattress without additional support. Analyses of the number and types of limb movements and their characteristics, the coactivation of limb pairs, and the displacement across the surface, revealed that newborns can crawl with locomotor patterns similar to those documented during quadrupedal locomotion in animals and human adults. This was particularly apparent on the skateboard. This discovery suggests that locomotor circuitry underlying quadrupedal locomotion develops during fetal life. Drawing upon other evidence for a quadrupedal organization underlying bipedal gait, we argue that early quadrupedal training may enhance interventions designed to hasten the onset of independent walking.