Investing in high quality preschool: lessons from an urban setting

Abstract

Large numbers of children of low income families in the United States arrive at kindergarten already far behind their more affluent peers on measures of school readiness. In the absence of any federal preschool policy and amidst alarm about this growing divide, universal prekindergarten (UPK) programs have been launched around the United States, at both the state and local levels, to address the school readiness gap. Invest in Children, a public/private partnership in Cuyahoga County (Cleveland, OH) launched a UPK program of high quality, affordable preschool nine years ago. The program’s creation, implementation and challenges are discussed along with evaluation findings that document its positive impact on school readiness. Lessons learned are discussed in terms of the impact of political and economic shifts, as well as state policy changes, on this local program. The program’s planned expansion and enhancements to program design and evaluation are also described.     

Nonlongitudinal Estimation of Growth Curve Parameters: The Cohort Growth Model

The cohort growth model (CGM) is a method for estimating the parameters of a latent growth model (LGM) based on cross-sectional data. The CGM models the interindividual differences in the growth rate, and it models how subjects’ growth rate is related to their initial status. We derive model identification for the CGM and illustrate, in a simulation study, that the CGM provides unbiased parameter estimates in most simulation conditions. Based on empirical data we compare the estimates of the CGM with the estimates of the LGM. The results were comparable for both models. Although the estimates of the (co)-variances were different, the estimates of both models led to similar conclusions on the developmental change. Finally, we discuss the advantages and limitations of the CGM, and we provide recommendations for its use in empirical research.     

Perceptions of diverse educators regarding ethnic-minority deaf college students, role models, and diversity

IN A QUALITATIVE STUDY, the researchers documented the perceptions of deaf and hearing ethnically diverse university faculty and staff regarding issues related to the education of ethnic-minority deaf college students. These experienced educators commented on the importance of ethnic-minority role models for deaf college students, the academic preparedness of ethnic-minority deaf students, these students' level of comfort on campus, and the success of institutional efforts to increase awareness regarding ethnic diversity. The insightful reflections of these diverse educators can be informative in improving the educational experience of ethnic-minority deaf students.     

Worked examples with errors: when self-explanation prompts hinder learning of teachers diagnostic competences on problem-based learning

To diagnose classroom situations is crucial for teachers’ everyday practice. The approach of worked examples with errors seems promising to support the diagnosis of classroom situations in student teachers (Stark et al. in Learn Instr 21(1):22–33, 2011). To enhance that approach, error-explanation prompts and an adaptable feedback method to help the learner realize why an error happened and how to prevent a recurrence might be beneficial. In this empirical study, we investigated whether error-explanation prompts and adaptable feedback can facilitate diagnostic competences. N = 108 student teachers took part in a 2 × 2 factorial design (with and without error-explanation prompts as well as with and without adaptable feedback). Error-explanation prompts had a positive effect on declarative-conceptual knowledge if combined with adaptable feedback. Student teachers might have realized a lack of basic concepts and focused their attention on the declarative-conceptual knowledge in the feedback. Contrary to our expectations, however, error-explanation prompts hindered rather than facilitated learning of practical diagnostic knowledge.     

Bias hypotheses under scrutiny: investigating the validity of student assessment of university teaching by means of external observer ratings

To advance the discussion on the validity of student evaluations of university teaching, student ratings of two teaching dimensions – student involvement and rapport – were compared with corresponding observer ratings. Seven potential bias variables were tested with regard to their impact on the students’ teaching assessment: three teacher characteristics (first impression, enthusiasm, humour) and four student characteristics (prior interest, expected grades, study experience, class attendance). Bias was defined as an impediment of the students’ assessment of teaching on course level. By means of bivariate correlations with course averages and two-level latent moderated structural equations, data of 1,716 students in 80 courses were analysed. Results showed that all three teacher characteristics were genuinely connected to rapport, and even explained variance of the student-rated variable when controlling for observer-rated rapport. The assessment of student involvement was not modified by the teacher characteristics except for teacher enthusiasm, which affected the student evaluation when controlling for observed involvement and, moreover, moderated the relation between the observed and the student-rated variable. For the examined student characteristics, no biasing effects were found – neither on rapport nor on student involvement.     

Framework for Empirical Research on Science Teaching and Learning

In view of the research on education—and subject-related education in particular—that has been conducted in recent years, it would seem useful to describe the current state and future trends of research on science teaching and learning. In the present article, research findings are described, the deficits of science education are analyzed, and medium- and long-term research goals are specified from the perspective of an interdisciplinary cooperative effort between specialists in the fields of empirical educational research; the psychology of learning and instruction; and biology, chemistry, and physics education. Revised and supplemented version of Fischer, H. E., Klemm, K., Leutner, D., Sumfleth, E., Tiemann, R., and Wirth, J. (2003). Naturwissenschaftsdidaktische Lehr-Lernforschung: Defizite und Desiderata [Natural science-didactical learning research: Deficits and desiderata]. Zeitschrift für Didaktik der Naturwissenschaften, 9, 179–208.     

Integrated learning systems: An application linking technology with human factors and pedagogical principles

The development of integrated learning systems (ILSs) holds great promise for enhancing the instructional process and for improving student learning. This article describes an application of an ILS that takes into account learning theory research, principles of instructional design, and other factors related to human learning. The application presented utilizes IBM's Advanced Technology Classroom to verify the efficacy of integrated learning systems from both a student-user perspective and the perspective of instructors in a university setting.She has also been the Research Director for the IBM Advanced Technology Classroom at the university.     

Value‐Added Consulting: Teaching Clients How to Fish

Abstract With shrinking resources and expanding agendas, more and more museums are relying on consultants to provide expertise when time and resources are critical. Consultants can also provide another benefit that has not been widely discussed within the museum community: professional development opportunities. For museum staff members the process of working side by side with consultants can create valuable learning experiences that multiply the value of consulting fees. When consultants collaborate with their clients they may serve as coaches, partners, mentors, questioners or change agents. This article gives examples of each model and suggests which are best suited to different types of projects, team configurations, staff experience levels and project timelines. It also discusses the kinds of institutional investment museums must make in order to realize this potential for capacity building. Planning and budgeting for value‐added consulting means not only setting aside money for fees, but also budgeting time and resources for collaboration between staff and consultants.