R Tricks for Kids

Real‐world phenomena simulation models, which can be used to engage middle‐school students with probability, are described. Links to R instructional material and easy‐to‐use code are provided to facilitate implementation in the classroom.     

Student–teacher relationships matter: Moderating influences between temperament and preschool social competence

Ecological approaches to preschool assessment, which consider both within‐child and environmental variables, are considered best practice for school psychologists. This study employs such a model to investigate the interactive influence of child temperament and student–teacher relationship quality on peer play behaviors. Parents of 44 preschool children (25 girls, 19 boys) ranging in age from 40 to 68 months (mean [M] = 53.00) and primarily White (92.9%) provided ratings of their children's temperaments on the Behavioral Style Questionnaire. Their teachers completed the Student–Teacher Relationship Scale and the Penn Interactive Peer Play Scale. Results indicate that (a) student–teacher relationships characterized by low conflict and low dependence are associated with less disruptive peer play, and (b) the association between temperament and disruptive play is attenuated in low conflict student–teacher relationships. Implications for school psychologists include the importance of student–teacher relationships in the context of preschool assessment and intervention planning. © 2009 Wiley Periodicals, Inc.     

Creating supportive and subversive spaces as professional dyads enact culturally relevant teaching

Abstract

In 2013, several leaders of the Early Childhood Education Assembly (ECEA) of the National Council of Teachers of English (NCTE) developed a multi-year project called Professional Dyads and Culturally Relevant Teaching (PDCRT). Funded by NCTE, early childhood teacher/teacher-educator dyads from various locations across the United States work together for two years to investigate, generate, implement and document culturally relevant pedagogies in their respective early childhood contexts. This article outlines some of the work of two PDCRT dyads conducted from 2013 to 2015. The project was developed in response to the long-time need for culturally relevant early childhood education and teacher education reform by focusing on overturning inequitable practices that ignore, misrepresent or marginalize children and families of Color, emerging bi/multilinguals and children from low-income communities. We argue that the PDCRT dyad model is an innovative avenue for addressing inequitable educational realities in the Eurocentric educational system that persists in the US and for moving equity work forward.     

The Automation Game: technological retention activities and perceptions on changes to tutors’ roles and identity

This paper demonstrates the importance of considering lived experiences of adjunct teaching staff during the introduction of automated student messaging services in a UK Business School. With cost-orientated moves to expanding online provision through emergent technologies and the growth of alternative HE strategies, traditional group-orientated student and tutor interactions are developing into a continuum. Automated messages aim to increase retention, and standardise the student experience in terms of academic qualification communications. These messages, however, have necessarily required tutors unlearning previous pedagogical support routines, thus changing academic roles and in consequence impacting academic identity processes. The investigation adds to emerging literature by examining the impact on a group of adjunct faculty staff during change introduction. Study into these changes to academic routines has value, as much existing retention literature privileges the institutional or student experience, and much of learning/unlearning literature is in a non-educational setting.     

Running with technology: the pedagogic impact of the large-scale introduction of interactive whiteboards in one secondary school

Abstract

This article reports on the impact on teaching of the introduction of interactive whiteboard technology into one secondary comprehensive school. It uses research evidence from a whole-staff questionnaire and in-depth structured interviews with one third of the staff. It outlines the views of both staff and students and describes the use, learning and teaching implications, problems and potential of the technology. Findings are related to two typologies – that of use as an aid to efficiency, extension or transformation in teaching, and that of teacher attitudes as missioners, tentatives or Luddites. It concludes that problems with use and limited impact on learning and teaching are more likely to occur where teachers fail to appreciate that interactivity requires a new approach to pedagogy. Training and personal development involving coaching and mutually reflective activity is of the greatest help to staff     

Building Leadership Expertise of Future Early Childhood Professionals

Abstract

This article describes the effectiveness of the Structured Simulation Training Method (SSTM) as a pedagogical too] to prepare student teachers for work in inclusive early childhood settings. Simulations are a performance‐based methodology designed to allow student teachers to directly experience issues in diversity and practice interpersonal communication, consultation and decision‐making skills. Qualitative methodologies were employed to analyze data collected from student reactions to interactions with simulated clients. Themes that emerged from the data suggest that the SSTM allows student teachers to socially construct professional knowledge, improve attitudes about diversity and practice effective interpersonal skills in a realistic but supportive learning environment.     

Towards a Taxonomy of Mentoring

Initial Teacher Education in England and Wales is currently undergoing substantial change. In particular, the government has insisted on increased time for school‐based work, on the development of training partnerships between schools and higher education providers, including the transfer of training funds from universities to schools, and on a competence model of assessment. This article focuses on one of the new partnership training courses. Using two of the areas of competence, Subject Knowledge and Subject Application, it explores the reality of partnership from the perspectives of students, school mentors and university tutors as they work through the first year of the new course. Finally, the writers present a series of questions for all those involved as the basis for developing such courses and for ensuring the quality of teacher education.