eric.ed.gov har udgivet: Private and public investments in early childhood education have expanded significantly in recent years. Despite this heightened investment, we have little empirical evidence on whether children today enter school with different skills than they did in the late nineties. Using two large, nationally representative datasets, this paper documents how students entering kindergarten in 2010 compare to those who entered in 1998 in terms of their teacher-reported math, literacy and behavioral skills. Our results indicate that students in the more recent cohort entered kindergarten with stronger math and literacy skills. Results for behavioral outcomes were mixed. Increases in academic skills over this period were particularly pronounced among black children. Implications for policy are discussed. [This paper was published in “Educational Researcher” v46 n1 p7-20 2017 (EJ1132546).] Link til… Continue Reading →
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT This study examined how teachers support kindergarten children’s social and emotional development in everyday contexts. It used an ethnographic qualitative mode of enquiry, employing participant observations and semi-structured and structured interviews to examine the ways teachers optimize opportunities for supporting kindergarten children’s social and emotional development. Data were analyzed through collating common themes and bundling ideas. The data from this study were taken from a larger study, and reports on three of the original eight case studies. These three case studies were chosen for this article to specifically and succinctly articulate the findings. The data are discussed in terms of guided participation which supports the notion that guidance can occur anywhere, and that guidance can be either desirable… Continue Reading →
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eric.ed.gov har udgivet: Early math skills are a strong predictor of later achievement for young children, not only in math, but in other domains as well. Exhibiting strong math skills in elementary school is predictive of later high school completion and college attendance. To that end, the Making Pre-K Count and High 5s studies set out to rigorously assess whether providing high-quality math instruction, aligned across prekindergarten (pre-K) and kindergarten, could lead to long-term gains across a variety of domains for students growing up in low-income communities in New York City. In Making Pre-K Count, pre-K programs were randomly assigned to receive an evidence-based early math curriculum (Building Blocks) and associated professional development or to a pre-K-as-usual control condition. Pre-K in New York City changed rapidly during the study, with… Continue Reading →
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eric.ed.gov har udgivet: In light of the strong correlation between Kindergarten performance and later cognitive and achievement outcomes, this paper investigates the link between student achievement and the educational background characteristics of Kindergarten teachers. This study will utilize the Early Childhood Longitudinal Study Kindergarten Cohort (ECLS-K), a nationally representative dataset, in order to address the following questions: (1) Does a teacher having a master’s degree or higher have a positive effect on student achievement gains in reading and math in kindergarten compared to teachers with only a bachelor’s degree?; (2) Are there effects of teacher coursework in reading, math, and child development on student achievement gains in kindergarten? If so, do impacts of coursework on reading and math scores vary by number of courses taken?; and (3) Do regular and… Continue Reading →
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eric.ed.gov har udgivet: To address the problem of low achieving math students, a cross-age math tutoring intervention paired middle school tutors with kindergarten and first grade students with low math skills. This instrumental group case study explored the effects of the intervention on the math skills of the students through teacher interviews and the testing program of “Aimsweb Plus” (Pearson, 2017) before and after the tutoring intervention. Most of the teachers of the tutees reported measurable math gains possibly from the tutoring and most of the teachers observed improved attitude towards math work for the young tutees. Most teachers of the tutors did not report any measurable math gain from tutoring young students. All the teachers of the tutors recommended the cross-age tutoring experience as the middle school students seemed… Continue Reading →
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