Supporting Vocabulary Teaching and Learning in Prekindergarten: The Role of Educative Curriculum Materials

The purpose of this study was to support teachers' child-directed language and student outcomes by enhancing the educative features of an intervention targeted to vocabulary, conceptual development and comprehension. Using a set of design heuristics (Davis &; Krajcik, 2005 Davis, E. A., &; Krajcik, J. S. (2005). Designing educative curriculum materials to promote teacher learning. Educational Researcher, 34, 3–14.[Crossref] , [Google Scholar]), our goal was to support teachers’ professional development within the curriculum materials. Ten pre-K classrooms with a total of 143 children were randomly selected into treatment and control groups. Observations of teacher talk, including characteristics of lexically-rich and cognitively demanding language were conducted before and during the intervention. Measures of child outcomes, pre- and post-intervention included both standardized and curriculum-based assessments. Results indicated significant improvements in the quality of teachers’ talk in the treatment compared to the control group, and significant gains for child outcomes. These results suggest that educative curriculum may be a promising approach to facilitate both teacher and student learning.     

Dismantling Segregation Together: Interconnections between the Méndez v. Westminster (1946) and Brown v. Board of Education (1954) School Segregation Cases

May 17, 2004 marked the 50th anniversary of the most significant school segregation case: Brown v. Board of Education (1954) Brown et al. v. Board of Education of Topeka et al. 1954. 347 U.S. 483, 74 S. Ct. 686, 98 L. Ed. 873  [Google Scholar]. While the Brown decision eliminated the legal theory of “separate but equal,” the success of the Méndez et al. v. Westminster School District et al. (1946) Méndez et al. v. Westminster School Dist. of Orange County et al. 1946. 64 F. Supp. 544 (S.D.Ca.)  [Google Scholar] case helped boost public sentiment against segregation, setting the stage for Brown. Méndez made possible the defeat of school segregation laws by revealing the detrimental effects and moral dangers of segregation; in California, it helped bring about the end of de jure school segregation. In this essay, I analyze the similarities of Méndez and Brown by comparing key legal strategies and rhetoric in each case. I also show that civil rights leaders of the time thought that Méndez had ramifications for black desegregation efforts, even if the basis for Chicano and black discrimination were not the same. Before examining the ties between the two, I discuss important historical works on Méndez written between 1976 and 2001 that this essay builds upon.     

The Effects of Modeling the Use of Technology with Pre-Service Teachers

Multiple case study was used to explore the impact of a modeling approach on pre-service teachers’ self-efficacy and willingness to integrate technology into their elementary lessons. Three primary investigators infused educational technology with a range of objectives into teacher education courses. A survey measured student comfort with and understanding of technology. Student products (lesson plans, websites, reflections) and interview responses were analyzed. The analysis revealed that participants gained knowledge and confidence with technology from instructor modeling, but there was a disparity between what pre-service teachers learned in the college classroom and what they experienced in the elementary classrooms. The implications for teacher education programs are discussed.     

Automatic Activation of Exercise and Sedentary Stereotypes

We examined the automatic activation of “sedentary” and “exerciser” stereotypes using a social prime Stroop task. Results showed significantly slower response times between the exercise words and the exercise control words and between the sedentary words and the exercise control words when preceded by an attractive exerciser prime. Words preceded by a normal-weight exerciser prime showed significantly slower response times for sedentary words over sedentary control words and exercise words. An overweight sedentary prime resulted in significantly slower response times for sedentary words over exercise words and exercise control words. These results highlight the need for increased awareness of how active and sedentary lifestyles are portrayed in the media.     

Do mathematicians and undergraduates agree about explanation quality?

Educational Studies in Mathematics - Offering explanations is a central part of teaching mathematics, and understanding those explanations is a vital activity for learners. Given this, it is...     

Using the 6S Pyramid to Identify Research‐Based Instructional Practices for Students with Learning Disabilities

To optimize students’ learning outcomes, educators are increasingly expected to use instructional practices shown to be effective by credible research. To help make this possible, organizations and scholars are producing resources that summarize research related to various instructional practices. However, as the collection of resources grows in size and complexity, it can be difficult and frustrating for practitioners to locate and utilize this information. In this article, we describe the 6S Pyramid (DiCenso, Bayley, & Haynes, 2009), a framework for efficiently and accurately prioritizing different types of research evidence. We also identify and briefly summarize Internet resources corresponding with each level of the Pyramid that can be used to identify research‐based practices for students with learning disabilities. To illustrate how the 6S Pyramid can be used in school and classroom settings, we begin and end the article with vignettes featuring a pair of co‐teachers seeking to improve instruction for their students who struggle with reading.     

Peer assessment among first year medical students in anatomy

Peer assessment has been shown to be an effective tool to promote professionalism in medical students. Peer assessment may be particularly useful in anatomy dissection laboratory as the required close collaboration and long hours of anatomy laboratory provide students insights into their peers' work habits and interpersonal skills. The objective of this study was to quantitatively and qualitatively analyze the use of a validated peer assessment tool in Gross Anatomy. Students in a first year medical school class evaluated three members of their dissection group using an online survey tool. The mid‐course and end‐of‐course evaluation included open‐ended comments, as well as a five‐point scale that measured three work habits, two interpersonal attributes and one overall score. All 267 students completed the assignment. The overall score and four of the five other assessed categories showed significant improvement from the mid‐ to end‐of‐course evaluations. Quantitative and qualitative data also revealed significant improvement among the students who received the lowest mid‐course assessments. Seventy‐six percent of the class agreed with the statement: “Based on the feedback I received, I made a change in how I worked with or taught my peers.” The use of this peer assessment tool used by students in anatomy was associated with improvements in work habits and interpersonal attributes, particularly by the cohort of students who received the lowest mid‐course feedback. Peer assessment offers students an opportunity to improve their interpersonal skills and work habits. Anat Sci Educ 7: 144–152. © 2013 American Association of Anatomists.