Assessing and Predicting Small-Group Literacy Instruction in Early Childhood Classrooms

Research Findings: The present study assessed the extent to which early childhood educators utilized small-group literacy instruction and explored factors potentially associated with the use of this evidence-based practice. The classroom activities of 83 early childhood educators were observed in the fall and spring, and videos were coded to calculate time spent in small-group literacy instruction. Educators completed questionnaires indicating classroom adult:child ratios, literacy beliefs, and feelings of self-efficacy. Classroom Assessment Scoring System scores for classroom organization and instructional support measured the quality of classroom management and instructional interactions, respectively. On average, educators provided 11.4 min (SD = 10.6) of small-group literacy instruction a day. It is notable that many educators provided little or no small-group literacy instruction. Negative binomial regression analyses indicated that educators with better classroom management, higher quality instructional interactions, and lower adult:child ratios were more likely to use small-group literacy instruction. Educators’ beliefs and feelings of self-efficacy were not associated with the use of small-group literacy instruction. Practice or Policy: Educators may be better able to provide small-group literacy instruction in contexts affording low adult:child ratios and high levels of classroom management and instructional support, all of which are malleable factors that can be changed via policy or professional development.     

Making Sense of Uncertainty in the Science Classroom

Science & Education - Uncertainty is ubiquitous in science, but scientific knowledge is often represented to the public and in educational contexts as certain and immutable. This contrast can...