Integrating Multicultural Children's Math Books Into Kindergarten Through Sixth-Grade Classrooms: Preservice Teachers' Reflections

This case study of mathematics instruction using children's literature reports on the experiences 47 elementary preservice teachers had in their mathematics methods course while completing a microteaching assignment. As part of the microteaching assignment, preservice teachers were required to plan and teach mathematics lessons based on children's books that included both mathematics concepts and multicultural aspects. The preservice teachers audio-recorded their lessons, transcribed the audio, and wrote reflective essays to articulate their experiences. At the end of the assignment, the professor and two additional researchers interviewed the preservice teachers about their experiences. Themes that emerged were (a) teaching experiences, (b) teaching performance, and (c) learning purposes and tools for integrating multicultural children's math books. The Learning Purposes and Teaching Strategies for Integrating Multicultural Mathematics Picturebooks Framework was developed to demonstrate the intricate balance needed to ensure mathematics learning happens during instruction with multicultural mathematics picturebooks.     

The Future of Information Literacy in the Library: An Example of Librarian/Publisher Collaboration

ABSTRACT

As information sources have expanded, there have been parallel changes in the way students and researchers find and use that information. The role of the library has shifted to embedding information literacy skills into the curriculum as a primary function. This presentation explored how librarians are becoming more involved with information literacy curriculum and how publishers can assist them, particularly regarding access to information and the scholarly publishing process. Since 2015, Rebecca Donlan at Florida Gulf Coast University (FGCU) and Stacy Stanislaw at Taylor & Francis Group have been collaborating on an information literacy program for FGCU students and faculty that focuses specifically on navigating the scholarly publishing landscape. Donlan and Stanislaw provided an overview of the project, its formation, implementation, and progress to date.     

Information literacy skills in the workplace: Examining early career advertising professionals

This study used content analysis to examine job postings from advertising agencies to find how often information literacy (IL) skills were seen in the job posts and how these skills manifest themselves. Five out of the six IL skills were seen in at least 41% of the job postings, however the skill of synthesizing information was rarely mentioned. It was also found evaluating data and using data software is performed by advertisers. This study concludes with asking librarians to introduce marketing students to more data and calls on librarians to consider the context in which IL skills are used.     

When genres meet: Inquiry into a sixth‐grade urban science class

In this study, we explore oral and written work (plays and rap songs) of students in a sixth‐grade all African‐American urban science class to reveal ways affective and social aspects are intertwined with students' cognition. We interpret students' work in terms of the meeting of various genres brought by the students and teachers to the classroom. Students bring youth genres, classroom genres that they have constructed from previous schooling, and perhaps their own science genres. Teachers bring their favored classroom and science genres. We show how students' affective reactions were an integral part of their constructed scientific knowledge. Their knowledge building emerged as a social process involving a range of transactions among students and between students and teacher, some transactions being relatively smooth and others having more friction. Along with their developing science genre, students portrayed elements of classroom genres that did not exist in the classroom genre that the teacher sought to bring to the class. Students' work offered us a glimpse of students' interpretations of gender dynamics in their classrooms. Gender also was related to the particular ways that students in that class included disagreement in their developing science genre. © 2002 Wiley Periodicals, Inc. J Res Sci Teach 39: 579–605, 2002     

Analysis of behavioural responding across multiple instructional conditions for a child with childhood disintegrative disorder

The effects of multiple instructional conditions on self-injury/aggression and on-task behaviours were assessed with a 9-year-old boy diagnosed with childhood disintegrative disorder. Behavioural responses were assessed as part of an educational evaluation to determine the occurrence of target behaviours in relation to varying degrees of educational support. Self-injury/aggression and task engagement were assessed across baseline conditions and instructional conditions involving pre-session access to preferred items, followed by systematic presentation of work tasks with contingent reinforcement and auditory cueing. Results indicated an increase in task engagement and a decrease in the target behaviours from baseline across subsequent conditions. This study lends support for directly assessing the efficacy of specific potential instructional support as a means of developing individualised treatment packages for learners with childhood disintegrative disorder.     

Employment and Achievement: Mothers' Work Involvement in Relation to Children's Achievement Behaviors and Mothers' Parenting Behaviors

Mothers' total weekly work hours and psychological work involvement were examined in relation to children's achievement behaviors and mothers' parenting. 105 middle-class children ( M = 6 years old) and their mothers (both employed and not employed) participated in this study. Data were collected from lab observations, teacher ratings, and parent surveys. Findings of interest include. (1) for the full sample, higher weekly work hours were associated with poorer teacher ratings of children's grades, school work habits, and aspects of personality conducive to achievement: (2) within the employed sample, as mothers' weekly hours of work increased, daughters' grades were higher but sons' grades, work habits, and ego control were poorer, and (3) mothers' psychological motivation to work related to mothers' support of children's achievement and girls' stronger achievement motivation. The study findings point to the utility of including multiple measures of work involvement and children's achievement-related behaviors.     

如何调节上班时的抑郁情绪

它与季节性周一早上的抑郁症相似。下周劳工节的到来对于多数人来说不仅是夏季的结束,还是温文尔雅快节奏上班时间的回归。这本来是重新组合日常事务的绝佳时刻。几乎每个人都说他们想使工作变得更加完美。无论你担任什么职务,下面是四个寻求完美的方法:     

Early Education Essentials: Validation of Surveys Measuring Early Education Organizational Conditions

Research Findings: The Early Education Essentials surveys use teacher and parent perceptions to measure 6 organizational conditions of early childhood education programs, extending and complementing existing measures of early childhood care and education (ECE) quality constructs. This study tests the reliability and concurrent validity of the Early Education Essentials in 81 school- and community-based ECE sites in a large Midwestern city selected using a stratified random sampling method. Using a Rasch item response theory model, scales were created; theory and exploratory factor analyses combined scales into higher level constructs called essentials. Multilevel models took into account individual measurement error to create site-level essential scores and assessed relationships between programs’ essential scores and site-level teacher–child interactions scores and student attendance. Findings suggest that the Early Education Essentials is reliable in multiple ECE settings; it is sensitive to site-level differences; and some, but not all, organizational conditions measured are associated in expected directions with site-level metrics indicative of center-based ECE quality. Practice or Policy: The Early Education Essentials has the potential to provide leaders and practitioners with actionable data about organizational supports that enable ECE practitioners to be more effective in their daily work with children and families.