The following are the research sessions that were chosen for
the ACEI International conference in New Orleans, 2004. All the
submissions were subjected to blind review by several members of the
research committee using seven
indicators of quality.
Research Sessions
2004 Annual International Conference & Exhibition
April 14-17, 2004
New
Orleans, LA
Wednesday, April 14, 2004
2:00 p.m.-3:00 p.m.
"Teachers Help Themselves: Resilience in an
Embattled World"
Janice H. Patterson, University of Alabama at Birmingham, AL, USA
Participants will become aware of specific strategies used by
classroom teachers to build personal resilience. Implications for
personal use will be discussed.
Research Committee-Sponsored Special
Session
Thursday, April 15, 2004
9:00 - 11:00 a.m.
"Understanding the Changing Ecology of
Pre-Adolescent Violence Among Girls:
Empowering the School Community"
Wanda Boyer
Thursday, April 15, 2004
2:00 p.m.- 3:30 p.m.
"A Survey of Texas Legislators: Perceptions of Early Childhood
Education and Issues Related to Universal Preschool"
Diane Fisher, Judson Independent School District, San Antonio, TX,
USA and Baylor University, Waco, TX, USA
Research results exploring perceptions of early childhood
education and universal preschool with members of the Texas
legislature will be presented. Implications for educational policy
and practice will be shared.
"Phonological Awareness in Children with Multiple Disabilities"
Monica Gordon Pershey, Cleveland State
University, Cleveland, OH, USA
A quasi-experimental, within-subjects, time-series design
determined that instruction enhanced phonological awareness in
children ages 7 through 13 with mental retardation (IQ 48-83) and
behavioral disorders.
"Becoming
Literate: Long Term Implications of Early Literacy Experiences on
Children's Interests and Abilities"
Kathy Barclay, Cecelia Benelli, Western
Illinois University, Macomb, IL, USA
A follow-up study of literacy interests and abilities of
children, now in late elementary school, who experienced
literacy-rich childcare as infants and toddlers.
"Rough and Tumble Play: It's Not What it Looks Like"
Tom Reed, University of South Carolina, Spartanburg, SC, USA
Rough and tumble play (R&T) is a widely researched in
relationship to social affiliation and the cognitive benefits
associated. One less researched aspect of R&T is the affective
dimension more specifically the way in which
boys care for one another. This session will discuss research
methods and implications of this unique and important research.
"Using Peer Tutoring for Social Interactions of Children with
Diverse Backgrounds"
Yaoying Xu,
Jeffrey Gelfer, John Filler, Peggy
Perkins, Catherine Lyons, University of Las Vegas, Nevada, Las
Vegas, NV, USA
Effects of Class-wide Peer Tutoring were observed in second-grade
classrooms. Social interactions of children with limited English
proficiency and their peers were examined.
Friday, April 16, 2004
1:00 p.m.- 3:00 p.m.
"Phonological Impairment's Relation to Phonological Awareness,
Working Memory, and Literacy"
Patricia A. Post, Monica Gordon Pershey,
Cleveland State University, Cleveland, OH, USA
The co-occurrence of deficits in phonological impairment,
phonological awareness, and verbal working memory in 46 children in
grades 1, 2, and 3 was examined.
"Exploring Literacy Discussions with Teachers"
Patricia Austin, University of New Orleans, New Orleans, LA, USA
This action research describes an eight-year exploration of
discussion methodology in a graduate course for teachers,
"Literature for the Gifted Child," in which the participants both
discussed novels and analyzed their discussions surrounding the
skills of questioning, listening, and responding in order to
identify characteristics that make a good discussion good.
"A Comparative Study of Science Teaching in Kindergarten by
Prospective South Korean and American Teachers"
Mira Han, Kyungnam University,
Masan City, South Korea
David J. Martin, Kennesaw State University, Kennesaw, GA, USA
The similarities and differences in kindergarten science teaching
by preservice teachers from South Korea
and the United States suggest ways of strengthening university
field-based methods courses.
"Practicum Students' Perceptions of
Effective Supervisors: Professional, Procedural and Developmental
Considerations"
Harriet Field, Mount Saint Vincent University, Halifax, Nova Scotia,
Canada
This survey and interview research investigated beginning and
senior child and youth care practicum students' perceptions of
effective practicum supervision practices and procedures.
Saturday, April 17, 2004
9:00 a.m.- 11:30 a.m.
"Service Learning: An Enhancement to Early Childhood Teacher
Preparation"
Cynthia B. Elliott, Vaunne
Blossman-Hand, Southeastern Louisiana
University, Hammond, LA, USA
This proposal highlights service learning in early childhood as
an enhancement to teacher preparation. Impact on teacher education
candidates and on preschool children/families was explored.
"We Came, We Scored, We Changed: Maximizing Monitoring Methods"
Lin Moore, Texas Women's University, Denton, TX, USA
Karen Morrison, Kooken Educational
Center, Arlington, TX, USA
Changes in classroom practices were monitored through Teacher
Checklists in order to evaluate the effectiveness of professional
development, curriculum materials, and in- class mentoring provided
to prekindergarten teachers in a
suburban school district.
"Policy Suggestions to Strengthen the Relationship Between
Teacher Preparation and Subsequent Classroom Practice of Early
Childhood Teachers in New Delhi, India"
Amita Gupta, The City College of New
York, New York, NY, USA
Using socio-cultural-historical and postcolonial frameworks, this
study suggests recommendations to strengthen current teacher
education programs to more accurately reflect the philosophy that
informs the Indian world view and classroom practice of early
childhood teachers working in private schools in New Delhi, India.
"The Relationship of Pre-Service Teacher Dispositions and
Teaching Effectiveness"
Sheryl Dasinger,
Tonja Root, Valdosta State University, Valdosta, GA, USA
This research study investigated the relationship of pre-service
teachers' dispositions for teaching and their effectiveness in
bringing students to higher levels of learning.
Saturday, April 17, 2004
1:30 p.m.- 3:00 p.m.
"A Description of the Relationships Among Factors Thought to be
Associated with Literacy Growth in Primary Children"
Susan M. Hill, University of Alabama at Birmingham, Birmingham, AL,
USA
Factors affecting the growth of early literacy and supported by
recent national legislation are studied singly and in combination
for two years among primary children.
"Supporting a State's Initiative to Prepare the Accomplished
Teacher: A Focus on Reflective Practice"
Lilia C. DiBello, Jill Farrell, Barry
University, Miami Shores, FL, USA
A qualitative analysis of the impact of new state policies
regarding certification on a teacher preparation program with a
focus on reflective practice.
"Effects of Environmental Print Activities on Young Children's
Print Recognition"
Billie Enz, Arizona State University,
Tempe, AZ, USA
This study examines the effects of adding environmental print
materials and activities in primary children's classrooms.
"A Phenomonological Study of the
Development of the National Board for Professional Teaching
Standards Early Childhood/Generalist Standards"
Deborah G. Camp, Hoover City Schools, Hoover, AL, USA
This study reveals the influences upon which National Board
standards committee members drew when articulating specific teacher
behaviors that exemplify accomplished early childhood practitioners.
“The Four Faces of Beliefs:
Examining the Nature of Pre-Service Teachers’ Belief Systems”
Candra Thornton
"The Status of Recess: Focus On a State Study of Recess in
Mississippi Public Schools"
Rose Jones, University of Southern Mississippi, Hattiesburg, MS, USA
A study of Recess Play in Mississippi public schools in six
areas: (1) availability, (2) health, safety, cognitive issues (3)
monitoring, (4) ratios, (5) curriculum, and (6) not provided, why
not.
"Job Dissatisfiers for Early
Childhood, Elementary, and Middle-Level Teachers"
Robert Clarke, Bonnie Williams, Bloomsburg University, Bloomsburg,
PA, USA
This research uses a forced-choice instrument to elicit responses
from teachers at various organizational levels in order to determine
the significant dissatisfiers in their
work environments.
"Japanese Preschoolers' Ideas About What is Written in a Written
Sentence: Similarities with English and Spanish-Speaking Children"
Yasuhiko Kato, Kyoko Ozaki, Chugoku Junior College, Okayama, Japan
Tsuguhiko Kato, University of Alabama at
Birmingham, Birmingham, AL, USA
Three-to-5-year olds speaking different languages all develop
ideas based on meaning first, then on word order, and then on
letter-sound correspondences.
Saturday, April 17, 2004
1:30 p.m.- 3:00 p.m.
"Addressing Professional Speech for Teachers"
Karen Foster,
Central
Missouri
State
University,
Warrensburg,
MO,
USA
This session addresses the professional attribute of conventional
speech in pre-service teachers. Like the movie, My Fair Lady,
qualitative research and intervention were conducted with the
grammar and articulation of candidates with highly significant
results.
"Fact or Fiction? Exploring
Elementary Students' Preferences"
Rebecca M. Giles, Carolyn P. Casteel, Lynda R.
Daughenbaugh, Paige V. Baggett, University of South Alabama,
Mobile, AL, USA
A preference by males and upper elementary students for
informational books suggests females and young children may need
encouragement to self-select this genre.
"Using Online Education to Promote Issues, Themes and Lifelong
Learning for Early Childhood Education Graduate Students"
Elizabeth A. Engley, Jacksonville State
University, Jacksonville, AL, USA
This session presents results of graduate students' knowledge of
current issues and trends in the field as well as through online
learning.
"Phonological Awareness: Curriculum Mandates and PA Research"
Maryann Manning, University of Alabama at Birmingham, Birmingham,
AL, USA
Phonemic awareness teaching and testing are rampant in many
primary classrooms. This research session discusses research that
disputes the notion of a causal role between phonemic awareness and
learning to read.
"Reflecting on Interviews with Diverse Parents: Implications for
Teacher Candidate in Involving Parents in Education and Development
of Their Young Children"
Basanti Chakraborty,
New Jersey City University, Jersey City, NJ, USA
Conferees will examine the context of the
suitability/unsuitability of approach adopted by teacher/school in
involving parents in the education of their children.
"Outdoor Learning and Play: Policy, Practice and Procedure"
Kathleen G. Burriss, Middle Tennessee
State University, Murfreesboro, TN, USA
This study identifies and describes national school district
policy, practice and procedure regarding elementary children's
outdoor learning and play.
"Enhancing Preschool Inclusion Through Customized
Inservice Training"
Elisa Crowe, Rivendell School, Brooklyn,
NY, USA
This research poster presentation will visually document the
development and efficacy of customized
inservice training programs designed to enhance teacher
efforts to include children with atypical developmental profiles at
six distinctly different preschool centers.
"Preservice Interdisciplinary
Training in Teaming and Instruction for Inclusion Multi-Age Early
Childhood Classrooms"
Catherine Kirk, Kathleen C. Harris, Arizona State University West,
Phoenix, AZ, USA
Study of a preservice
interdisciplinary training program for undergraduate early childhood
and special education majors addressing teaming and instruction for
inclusion, multi-age classrooms.
