Wednesday, April 12, 2006
Research Highlighted Session
9:45 a.m. - 11:45 a.m.
Embracing Cultural Confluence: Understanding the Cultural and
Human Agency Factors That Shape Preschoolers' Acquisition of Self-Regulation
Wanda A.R. Boyer, University of Victoria, Victoria, BC, Canada
This ethnographic research examines the powerful culture and human agency
factors that influence the acquisition of preschool self-regulation.
Implications include respectful methods to support culturally diverse families.
Examining Pre-Service Teacher Beliefs About Peace
Susan L. Mody, Plattsburgh State University of New York, Plattsburgh, NY, USA
Educating for peace faces the challenge that many teacher candidates believe
that war is inevitable. Can reflective practice be enhanced through concept
mapping and interview projects with community stakeholders?
Mathematics in Pre-Kindergarten Classes: Pre-Kindergarten
Teachers' Use of Hypothetical Learning Trajectories in Mathematics Education
Mary Ellen Bardsley, Niagara University, Lewiston, NY, USA
A year-long case study of pre-kindergarten teachers using and developing
understanding of early childhood mathematics through the use of proposed
developmental progressions of mathematical concepts.
Wednesday, April 12, 2006
Research Forum I
2:00 p.m. - 4:00 p.m.
Recess Play: Observations of First and Fifth
Grade Children
Rose B. Jones, University of Southern Mississippi, Hattiesburg, MS,
USA
Jeanetta G. Riley, West Broadway Elementary School, Madisonville, KY, USA
Recess play behaviors of county and city first and fifth grade children were
studied from ten research questions using seven individual and group categories.
Technology and the Young Child: Addressing
Issues of Cultural and Developmental Awareness
Lilia C. DiBello, Barry University, Miami, FL, USA
Rebecca P. Harlin, Florida Atlantic University, Miami Shores, FL, USA
Software intended for use in classrooms must be reviewed. Results will be
presented that identify criteria highlighted by graduate students for
developmental and cultural appropriateness.
Improving PRAXIS Performance of Teacher
Candidates From Under-Represented Populations
Carol McClain, Orangeburg, SC, USA Preliminary results of a study
designed to improve performance of potential teachers on state mandated
qualifying exams for teacher certification.
Musicianship of Pre-K Specialists: Moving
Beyond Do-Re-Mi
Elisabeth Etopio, Karla Hamlen, Maria Runfola, State University of New
York at Buffalo, Buffalo, NY, USA
What do Pre-K teachers need to teach music more effectively? Discover how early
childhood teachers developed their musicianship and implemented a
developmentally appropriate music curriculum.
Thursday, April 13, 2006
Research Forum II
2:00 p.m. - 4:00 p.m.
Drama Discovery: Bibliotherapy and Theater Games for
Self-Efficacy of Students with Emotional and/or Behavioral Disabilities
Regarding Their Understanding of Their Own Exceptionalities
Shellie Jacobs, Gibsonia, PA, USA
Utilize bibliotherapy in combination with theater games as an innovative tool
for reaching students with emotional and behavioral needs for deeper
understanding of their exceptionality.
A Culture of Aggression: Respond to Escalating Aggression
during Confrontational and Threatening Situations (REACTS)
Jonathan R. Brown, Lisbeth J. Brown, Clarion University, Clarion, PA, USA
REACTS is a new tool to better assist schools in identifying and responding to
staff-specific needs for reducing disruptive behaviors from students and others.
Oakwood Integrated Primary School: Academic Excellence and
Education for Peace in a Divided Society
Karen Pickett, University of Michigan at Flint, Flint, MI, USA
Using principles of peace education, Oakwood Integrated Primary School in
Belfast, Northern Ireland crosses sectarian boundaries to create a climate of
tolerance, respect, and mutual understanding.
Amazing Kids: The Development and Implementation of a Middle
School Disability Awareness Program
Paula G. Purnell, Beatrice Fennimore, Indiana University of Pennsylvania,
Indiana, PA, USA
Middle school students, both with and without disabilities, benefit from
opportunities to dialogue and problem solve with their peers on issues of
diversity. This session will provide a successful model for developing a
disability awareness program using simulation activities and personal story to
promote dialogue.
The Environment as Curriculum: An Ethnographic Study of a New
Zealand Maori Kohanga Reo (Language Nest Preschool)
Maxine L. Bauermeister, Webster University, St. Louis, MO, USA
This research presentation will describe how the physical environment serves as
curriculum in teaching young New Zealand Maori children their native language
and culture in a full immersion preschool.
Friday, April 14, 2006
Research Forum III
1:00 p.m. - 3:00 p.m.
Preparing K-3 Teachers to Implement a Comprehensive Program
of Family and Community Involvement
Kent Chrisman, Tana Kauffman, Donna Couchenour, Shippensburg University,
Shippensburg, PA, USA
This research project examined the processes and effects of creating Action Team
for family, school, and community partnerships through implementation of Joyce
Epstein's partnership framework.
Developing Professional Dispositions in the Preservice
Teacher: Raising Standards
Nina M. King, Celia B. Hilber, Elizabeth Engley, Steve Armstrong,
Jacksonville State University, Jacksonville, AL, USA
After the presentation, participants will be able to recognize emergent
professional dispositions; address weaknesses exhibited in preservice teachers;
and use a professionalism rubric.
What's Playing in Teacher Education? Images of Teachers and
Educational Practice in Popular Films
Patricia A. Crawford, University of Central Florida, Orlando, FL, USA
This study examines historical representations of teachers and schooling as seen
through the lens of popular film. Implications for teacher education will be
explored.
Educating Pre-Service Early Childhood Education Teachers to
Meet the Needs of Special Needs Children: How Colleges and Schools of Education
in Some Mid-Western Universities are Preparing Teachers
Rachel Adeodu, Northeastern Illinois University, Chicago, IL, USA
This research examines how some colleges and universities in the Mid-West are
preparing early childhood and general education teachers to educate children
with special needs.
Embracing Beginning Teachers in a Confluence of Cultures: The
Role for Teacher Education
Janice Patterson, Cecilia Pierce, University of Alabama at Birmingham,
Birmingham, AL, USA
Participants will become aware of beginning teachers' needs, and specific
strategies used by mentors and university faculty. Implications for teacher
education programs will be discussed.
Friday, April 14, 2006
Research Roundtables
3:15 p.m. - 4:30 p.m.
Empowering Early Childhood Educators Through Technology: A
Learning Community Approach
Ruslan Slutsky, Bob Cryan, University of Toledo, Toledo, OH, USA
Empowering early childhood educators through the infusion of technology with the
goal of providing alternative pathways to professional development.
Narratives of Preservice Teachers: A Comparison of Oral and
Written Forms
Tonja Root, Linda Miller, Valdosta State University, Valdosta, GA, USA
Data was collected from oral and written narratives by preservice teachers
(senior-level teacher education majors) to be analyzed. Comparisons were made
between these formats for linguistic and overall structures.
Knowing From Inside: Using Narratives to Understand My
Students
Min Zou, Southeast Missouri State University, Cape Girardeau, MO, USA
The presenter shares findings from a study in which narratives were used to help
her know and understand her students multi-dimensionally.
Reality and Perception of Induction/Mentoring Programs
Shirley Andrews, Ellice Martin, Valdosta State University, Valdosta, GA, USA
How do new teachers, mentors, and administrators perceive induction and
mentoring efforts in the school district in which they work? Hear about a study
conducted to examine these issues related to the retention of novice teachers.
Diversity in Home, Families, and School Emphasis Areas:
International/Global Issues
Li-Chun Chang, National University of Tainan, Tainan, Taiwan
This study examined the relationship between bilingualism and cognition.
Mandarin-Taiwanese bilinguals were studied. Results were consistent with the
thresholds theory, especially in divergent thinking.
Mentor/Apprentice Satisfaction: The Rhode Island Child
Development Specialist Apprenticeship Program
Clarissa M. Uttley, Lincoln, RI, USA
Research examining satisfaction levels in apprentice/mentor relationships to
inform best practice in mentoring program models. Participants recruited from
the Rhode Island Child Development Apprenticeship Program.
A Study of the Effects of Cultural Diversity upon Early
Childhood Development in a Student-Teacher Relationship
Chizuko Konishi, University of Buffalo, Buffalo, NY, USA
The research concerns how the ethnic background of bilingual teachers affects
the language development of preschool children whose parents are not native
speakers of English.
Development of Knowledge and Comprehension of Assessment and
Evaluation Experiences: Phase 2 - Middle School
Edward J. Caropreso, University of North Carolina at Wilmington, Wilmington,
NC, USA
This study will extend the findings of previous research exploring the
development of children's knowledge and comprehension of their assessment and
evaluation experiences, an area of cognitive development virtually untapped by
previous research, to middle school age learners.
Making It Happen: Going to School in Cambodia
Nancy Keiser, North Central College, Naperville, IL, USA
Despite large class size and teacher shortages, one agency in Cambodia helps
children gain entry to schools and succeed once they get there.
How Experiences and Monsters Contributed to Science Learning
of Struggling Readers in a Rural Mississippi School
Kerry P. Holmes, University of Mississippi, University, MS, USA
This study examined whether integrating students' experiences with science
concepts affects science learning. Students used three graphic organizers based
on monster themes to document experiences, ask questions, and seek information.
Study on Guiding a Student Teacher to Integrate Play and
Group Discussion Techniques in Early Science Teaching and Learning
Cecilia Lingfen Chang, Ming Hsin University of Science and Technology,
Hsin-Chu County, Taiwan
This research presents empirical data on how a student teacher work with a
professor and a classroom teacher to integrate play and group discussions in
kindergarten teaching and learning on a theme as where the insects are.
Saturday, April 15, 2006
Research Poster Session
11:15 a.m. - 12:30 p.m.
The Power of Collaborative Teacher Research in Confronting
the Challenges of Diversity in Complex Times
Gillian Potter, University of Southern Queensland, Toowoomba, Queensland,
Australia
This presentation will share aspects of a dynamic study that was undertaken with
early years teachers engaged in a collaborative research and critical reflection
on the challenges of responding to diversity in their classrooms.
Examining Play, Developmentally Appropriate Practices, and
the Culture of Preschool Through a Mentoring Program that Trains High School
Students to Teach 3 to 4 Year-Old Children
Mark Brown, Daemen College, Amherst, NY, USA
Preschool director instructed sixteen high school students to teach sixteen
children (3-4 years of age) in the context of one-on-one instructional lessons,
morning circle, and small/large group activities.
Does a London (UK) Student Teaching Program Measure up to US
Teacher Education Standards?
Heather Bridge, State University of New York at Cortland, Cortland, NY, USA
Social working conditions, standardized teaching approaches, and self-awareness
opportunities for candidates explain how a London student teaching program met
INTASC teacher education standards.
ADALANTE Project: College Credit for Head Start Teachers
Lin Moore, Texas Woman's University, Denton, TX, USA
David L. Brown, Texas A&M University at Commerce, Commerce, TX, USA
A beginning look at classroom environments and child assessments investigates
the effects of increased education for Head Start teachers working with Hispanic
children.
Preschool Drug Culture
John Manning, Gina DiCerbo Burnet, University of Central Florida, Orlando,
FL, USA
To educate early childhood professionals regarding the nature and use of
medication within childcare settings and the possible liabilities created by the
ensuing gap and to aid ECE childcare providers and administrators to modify
their current child medication policy in order to protect the health and safety
of the children in their care and limit their legal exposure.
The Impact of a Book Flood Experience on Parents of At Risk
Four-Year Olds
Dolores Stegelin, Clemson University, Clemson, SC, USA
The impact of a book flood experience on the parents of at risk four year old
children is presented. Positive outcomes of the book flood on the parents'
knowledge and attitudes about early literacy routines and pre-reading skills are
described.
Childhood Development: The Effect of a Full-Time 4-Year Old
Junior Kindergarten Program
Yves Herry, Claire Maltais, University of Ottawa, Ottawa, ON, Canada
This study examined the effects of a full-time 4-year old junior kindergarten
program within a French minority setting in Ontario, Canada.
Teaching About Play: Professionals Share Thoughts
Stuart Reifel, University of Texas at Austin, Austin, TX, USA
This study describes how early childhood educators convey to students, teachers,
and parents the meaning of play. Depending on audience, educators emphasize more
about play activities, play theories, and the meaning of play in cultural
context.
Perceptions of Self-Competence in Head Start Children
Delar K. Singh, Eastern Connecticut State University, Willimantic, CT, USA
A research study that looked at the perception on self-competence in Latino and
White Head Start children. The presentation emphasizes social-emotional
development of young children.
The Comparisons of Teaching and Evaluations in U.S.
Kindergarten Classrooms Among Inner-Cities, Suburban, and Rural Areas
Hsin-Hui Lin, Chiuchu Chuang, University of Houston at Victoria, Victoria,
TX, USA
The results of this study will be beneficial to ACEI conferees, particularly
those with a special interest in learning more about the teaching and evaluation
in U.S. kindergarten classrooms.
Educational Mandates Effect on Creative Play: An Oral History
of Kindergarten Teachers
Cathryn Mitchell, Austin Independent School District, Austin, TX, USA
Robin H. Ramirez, Texas State University, San Marcos, TX, USA
How three retired kindergarten teachers incorporated play in their classrooms
even with mandates, low student maturity levels, and little administrative
support.
Unable to attend: A Study on Early
Childhood Physical Education Curriculum in Rural China
Nili Luo, University of Montana Western, Dillon, MT, USA
Early childhood education curriculum in China has its unique characteristics.
This study intends to introduce the physical education curriculum in early
childhood setting in rural China and make further implications on current issues
in the United States.
Learning Through Play: An International Early Intervention
Program for Infants, Children and Their Families
Annabel Bassin, Gerda Sumner, Hincks-Dellcrest Centre, Toronto, ON, Canada
Will present research of the effectiveness of learning through play in a
developing country.
All in a Days Work: Elementary School Students' Perceptions
of Play and Work
Michael M. Patte, Bloomsburg University, Bloomsburg, PA, USA
This presentation explores fifth grade student's perceptions about play and
work, how these activities were experienced throughout a typical school day, the
daily time devoted to play and work activities during a typical school day, and
the possible implications of reducing or eliminating time devoted to playful
activities for elementary school students.