Journal of Research in Childhood Education最新文献_第7页

Kindergarten Children’s Learning of Computational Thinking With the “Sorting Like a Computer” Learning Unit “像计算机一样排序”学习单元对幼儿园幼儿计算思维学习的影响

IF 1.5

Journal of Research in Childhood Education Pub Date : 2023-07-19 DOI: 10.1080/02568543.2023.2221319

Bayan Masarwa, H. Hel-Or, S. Levy

引用次数: 0

How Early Head Start Home Visitors Foster or Impede Shared Decision-Making with Families 早期领先的家庭访客如何促进或阻碍与家庭共同决策

IF 1.5

Journal of Research in Childhood Education Pub Date : 2023-07-18 DOI: 10.1080/02568543.2023.2195460

C. L. Hancock, Gregory A. Cheatham

引用次数: 1

A Pilot Math Anxiety Storybook Approach to Normalize Math Talk in Children and to Support Emotion Regulation 数学焦虑故事书试点方法:规范儿童数学谈话并支持情绪调节

IF 1.5

Journal of Research in Childhood Education Pub Date : 2023-06-28 DOI: 10.1080/02568543.2023.2214591

Dominic Petronzi, Gail Schalkwyk, Rebecca Petronzi

引用次数: 0

The Development of the Perceptions of Childhood Scale 儿童认知量表的发展

IF 1.5

Journal of Research in Childhood Education Pub Date : 2023-06-09 DOI: 10.1080/02568543.2023.2193615

K. Cline, Rochelle L. Hiatt, Elizabeth Dimmitt

引用次数: 0

Improving Vulnerable Populations’ Emergent Reading Outcomes by Training Preservice Teachers in an Evidence-Based Program 通过循证计划培训保育教师，提高弱势群体的紧急阅读成绩

IF 1.5

Journal of Research in Childhood Education Pub Date : 2023-05-27 DOI: 10.1080/02568543.2023.2211645

Katharine Pace Miles, A. Fletcher

{"title":"Improving Vulnerable Populations’ Emergent Reading Outcomes by Training Preservice Teachers in an Evidence-Based Program","authors":"Katharine Pace Miles, A. Fletcher","doi":"10.1080/02568543.2023.2211645","DOIUrl":"https://doi.org/10.1080/02568543.2023.2211645","url":null,"abstract":"ABSTRACT This article details a large-scale tutor-to-teacher pipeline created in the midst of the COVID-19 pandemic. The program addressed two vital needs: 1) improving outcomes for striving readers in high-needs communities, and 2) improving teacher training in both evidence- and research-based instruction. Across school year (SY) 2020–2021 and 2021–2022, 608 preservice teachers delivered an evidence-based (Reading Rescue) or research-based (Reading Ready) early literacy intervention. Through a coordinated effort between the City University of New York (CUNY) and the NYC Department of Education (NYC DOE), 857 NYC DOE students received one-on-one, interactive, remote tutoring three to five days a week, for an average of 21 sessions. Results demonstrated that students who received the emergent word reading program, Reading Ready, improved in their phoneme segmentation and nonword reading skills by 31–47%, and students who received the follow-up evidence-based program, Reading Rescue, consistently improved by one intervention reading level per 10 sessions, and showed age equivalent reading gains of one-half to almost a full year of growth as measured by a standardized, nationally normed assessment. Discussion focuses on the value of this high-quality training and tutoring experience for preservice teachers and on the critical support provided to striving readers in underserved communities in the midst of the COVID-19 pandemic.","PeriodicalId":46739,"journal":{"name":"Journal of Research in Childhood Education","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2023-05-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49119290","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

All It Takes for a Teacher Is to Know the Children? An Empirical Study on Increasing Child Development in Vietnamese Preschools 老师所需要的就是了解孩子们？越南学龄前儿童成长的实证研究

IF 1.5

Journal of Research in Childhood Education Pub Date : 2023-05-27 DOI: 10.1080/02568543.2023.2211119

S. Cabus, Filip Lenaerts, Nguyen Thị My Trinh, Nguyễn Thị Thu Trang, L. D. Phuc, N. Phuong

{"title":"All It Takes for a Teacher Is to Know the Children? An Empirical Study on Increasing Child Development in Vietnamese Preschools","authors":"S. Cabus, Filip Lenaerts, Nguyen Thị My Trinh, Nguyễn Thị Thu Trang, L. D. Phuc, N. Phuong","doi":"10.1080/02568543.2023.2211119","DOIUrl":"https://doi.org/10.1080/02568543.2023.2211119","url":null,"abstract":"ABSTRACT Process-oriented child monitoring (POM) deals with systematic monitoring of the observed learning needs of children in early childhood education by teachers. Between 2017 and 2021, a teacher professional development trajectory was implemented using POM in ethnically diverse preschools in Central Vietnam. These preschools typically consist of disadvantaged children at risk of barriers to classroom activity engagement. This study evaluates the effectiveness of POM using a pre- and posttest research design with a treatment and control group. Participants (N = 339) in the study were assigned to the treatment or control group using a clustered-randomized sampling approach. Whereas Kinh children rarely occur in the school population, the analysis focuses on ethnic minorities only in both treatment and control groups. Results indicate that POM is promising in increasing holistic child development. Five-year-old girls show most progression in cognitive functioning and socio-emotional development, while boys at this age indicate advances in socio-emotional development and health behaviors. Further evidence indicates that changes in teaching children from poor households play out much faster for child development, as opposed to what is observed among wealthier households.","PeriodicalId":46739,"journal":{"name":"Journal of Research in Childhood Education","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2023-05-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49422395","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Examining the Prevalence Rates of Autism Diagnosis by Race/Ethnicity for Medicaid-Eligible Children Enrolled in NYC Universal Pre-Kindergarten Programs 纽约市普及学前教育项目中符合医疗补助条件的儿童自闭症诊断的种族/民族患病率调查

IF 1.5

Journal of Research in Childhood Education Pub Date : 2023-05-27 DOI: 10.1080/02568543.2023.2213281

Natasha M. Strassfeld, H. Cherng, S. Wang, Sherry Glied

{"title":"Examining the Prevalence Rates of Autism Diagnosis by Race/Ethnicity for Medicaid-Eligible Children Enrolled in NYC Universal Pre-Kindergarten Programs","authors":"Natasha M. Strassfeld, H. Cherng, S. Wang, Sherry Glied","doi":"10.1080/02568543.2023.2213281","DOIUrl":"https://doi.org/10.1080/02568543.2023.2213281","url":null,"abstract":"ABSTRACT This study examines autism diagnosis prevalence within the New York City (NYC) Universal Pre-K for All (UPK) program expansion into racially, ethnically, and socioeconomically diverse NYC neighborhoods. Here, it is hypothesized that racial/ethnic differences in autism diagnoses may close as more children are referred for testing by UPK programs, which they have more thorough interactions with, instead of by public health clinics or other medical avenues. Using NYC Medicaid claim data from 2006 to 2016, descriptive analyses were conducted by estimating linear probability regression and generalized multiple logistic regression to examine whether the probabilities of being diagnosed with autism in comparison to two other disability types (as counterfactuals), learning disabilities (LD) and physical disabilities (PD), differ by race. Subsequently, a difference in difference (DID) strategy (with pre- and post-UPK expansion cohorts) was used to examine the effects of UPK on the probabilities of receiving disability diagnoses. Notably, Latinx and “Other” racially identified children have much higher odds than White children of being diagnosed with autism. By contrast, all non-White groups had much lower odds of being diagnosed with a LD. These findings offer important insight for future UPK and childhood program implementation.","PeriodicalId":46739,"journal":{"name":"Journal of Research in Childhood Education","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2023-05-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43777194","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Evidence-Based Educational Practices for Working With Refugee Children 与难民儿童合作的循证教育实践

IF 1.5

Journal of Research in Childhood Education Pub Date : 2023-05-27 DOI: 10.1080/02568543.2023.2211127

Huili Hong, Qijie Cai

{"title":"Evidence-Based Educational Practices for Working With Refugee Children","authors":"Huili Hong, Qijie Cai","doi":"10.1080/02568543.2023.2211127","DOIUrl":"https://doi.org/10.1080/02568543.2023.2211127","url":null,"abstract":"ABSTRACT This article presents five main challenges refugee children experience in their learning and living in host countries, revealing an urgent need for reexamining their strengths and needs in education. It further reports an asset-based participatory research project with 18 preservice teachers (PTs) and 85 refugee children (K-5) engaged in an after-school English language-learning program in the United States. This research has two purposes. First, this study explores alternative perspectives on refugee children as multilingual learners (MLs). Doing so aims to offer novel counter-narratives to prevalent deficit thinking about young refugees, instead highlighting their assets, contributions, and learning potential. Second, it examines educational strategies that can enhance refugee children’s learning experiences and opportunities. Qualitative analysis and discourse analysis were combined to examine the researcher’s field notes, the PTs’ reflection logs, interviews with the children, inquiry papers about effective ML teaching strategies, and the children’s artifacts. The first part of the findings demonstrates how alternative perspectives of refugee children as multilingual learners may spark a fresh dialogue around their overlooked learning competence and potential. The second part discusses five evidence-based pedagogical strategies found in this study to be effective educational practices in working with refugee children.","PeriodicalId":46739,"journal":{"name":"Journal of Research in Childhood Education","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2023-05-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46373514","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Digital Storytelling of Two “Underperforming” and “Misbehaving” Boys of Color in a 2nd-Grade Classroom 二年级课堂上两个“表现不佳”和“行为不端”的有色人种男孩的数字故事讲述

IF 1.5

Journal of Research in Childhood Education Pub Date : 2023-05-27 DOI: 10.1080/02568543.2023.2212289

Ting Yuan, Rachel Grant

{"title":"Digital Storytelling of Two “Underperforming” and “Misbehaving” Boys of Color in a 2nd-Grade Classroom","authors":"Ting Yuan, Rachel Grant","doi":"10.1080/02568543.2023.2212289","DOIUrl":"https://doi.org/10.1080/02568543.2023.2212289","url":null,"abstract":"ABSTRACT Disparities in school discipline data indicate that children of color, particularly boys, receive more frequent and harsher disciplinary actions than their white peers, and this begins in early schooling. Within today’s print-centered, bodily restricted school curricula, literacy instruction is often reduced to highly controlled, leveled readers and narrowly tailored writing tasks. Drawing on data from a qualitative study, we present the literary counter-stories of two boys of color in an urban 2nd-grade classroom, both from low-income, single-parent families, each being initially reported as “low performing” and having “misbehavior issues” prior to 2nd grade. Framed by the critical theoretical perspectives of critical race theory, intersectionality, and raciolinguistics, the study investigates digital literacies, multimodality, and identity performances embedded in two juxtaposed cases. The findings address the significance of cultivating boys of color as artistic individuals and providing meaningful, multimodal “writing” opportunities to promote creativity, inclusivity, and educational equity.","PeriodicalId":46739,"journal":{"name":"Journal of Research in Childhood Education","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2023-05-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47891012","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Gaining Insights Into the Education of Vulnerable Students: Services in Schools and Beyond 深入了解弱势学生的教育：学校及其他方面的服务

IF 1.5

Journal of Research in Childhood Education Pub Date : 2023-05-27 DOI: 10.1080/02568543.2023.2214501

Mark Lauterbach, Ginny A. Dembek

引用次数: 0