Validation of the Early Childhood Ecology Scale-Revised: A Reflective Tool for Teacher Candidates

Given increasing numbers of young culturally and/or linguistically diverse (CLD) children across the United States, it is crucial to prepare early childhood teachers to create high-quality environments that facilitate the development of all children. The Early Childhood Ecology Scale-Revised (ECES-R) has been developed as a reflective tool to help early childhood teacher candidates examine their beliefs concerning classroom ecology. Using cultural responsivity and classroom management theories as the theoretical framework, the authors posit that the ECES-R identifies five dimensions that promote a high-quality, culturally responsive classroom ecology. These include the sociocognitive, sociocultural, sociolinguistic, socioemotional, and sociophysical dimensions. Evidence for reliability and validity was established. Factor analysis supported the five proposed dimensions, with the identification of an additional dimension: sociocomfort.     

Fostering a “head start” in math: observing teachers in early childhood mathematics engagement

ABSTRACT

Studies show that early engagement with mathematics leads to increased math achievement later in life. Yet, early childhood teachers do not regard mathematics as critical to young learners’ development and lack confidence with helping children learn mathematics. Early childhood teacher comfort and engagement with mathematics is a critical element to promoting intentional math instruction. Research was conducted to examine the effects of an innovative professional development program for Head Start preschool teachers with the goal of increasing pedagogical content knowledge and confidence in teaching mathematics. The findings in this article focus on classroom observations that concentrated on teacher engagement with mathematics.     

Towards an understanding of instructional design heuristics: an exploratory Delphi study

Evidence suggests that experienced instructional designers often use heuristics and adapted models when engaged in the instructional design problem-solving process. This study used the Delphi technique to identify a core set of heuristics designers reported as being important to the success of the design process. The overarching purpose of the study was: (1) to examine and describe the heuristics that guided instructional designers’ practice and (2) to identify the relationship between these heuristics and key competencies of the discipline, as outlined by the International Board of Standards for Training, Performance, and Instruction. Sixty-one heuristics were ultimately identified (reached consensus). All 61 aligned with at least one of the four categories of IBSTPI, with some aligning with more than one. More specifically, 17 heuristics aligned with Professional Foundations competencies, 17 aligned with Planning and Analysis competencies, 18 aligned with Design and Development competencies and 10 aligned with Implementation and Management competencies. By examining instructional design heuristics, we hope to better understand the potential genesis and/or future application of each heuristic. Results provide insights into the specific heuristics experienced designers perceive as being effective during the ID process.     

A Comparative Study of Student Math Skills: Perceptions,Validation, and Recommendations

A study was conducted at a southern university in sophomore level production classes to assess skills such as the order of arithmetic operations, decimal and percent conversion, solving of algebraic expressions, and evaluation of formulas. The study was replicated using business statistics and quantitative analysis classes at a southeastern university. The intent of the study was to determine math deficiencies among college students and to ascertain whether or not these deficiencies impact grades. Data analyses compared students’ test results and grades from the different classes at the two universities and identified surprising patterns across classes, universities, and professors.These results support the need for curriculum modifications to address the identified deficiencies.     

Situated learning in an abstract algebra classroom

Advisory committees of mathematics consider abstract algebra as an essential component of the mathematical preparation of secondary teachers, yet preservice teachers find it challenging to connect the topics addressed in this advanced course with the high school algebra they must someday teach. This study analyzed the mathematical content knowledge that developed in preservice teachers during a semester course in abstract algebra utilizing Lerman's “person-in-practice-in-person” lens. This unit of analysis provided insights into the situated nature of the algebra learned by illuminating how the goals of the instructor and preservice teachers impacted the community of practice created in the university classroom and how participating in that community impacted the preservice teachers' mathematical identities.     

Forty years in the union: Incubating, supporting, and catalyzing socially just educational change

North American teacher unions’ positive contributions to educational change have historically flown under the radar of educational policy makers, a situation that has been reified by recent attacks on public sector unions. In this article, I draw on social movement theory and an institutional case study of a self described social justice union to analyze teacher unions’ unique contributions to educational improvement. The primary product of this analysis is a cyclical model of union-supported, teacher-initiated educational change that codifies 40 years of social justice activism incubated, supported and catalyzed by a Canadian teacher union.