Research Forum I

Wednesday, March 18, 2009
1:00 p.m. - 3:30 p.m.

Self-Monitoring for Students with Emotional and/or Behavioral Disabilities: Which Type Works Better?
This study examined the differential effects of self-monitoring of attention versus self-monitoring of performance on the social and academic behaviors of students with emotional and/or behavioral disabilities.
Lisa A. Rafferty, Buffalo, NY, USA

ECE Pre-Service Teachers' Perceptions and Fears About Mathematics Instruction
This session will provide participants with an analysis of both quantitative and qualitative data which examined ECE pre-service teachers' mathematics self-efficacy.
Alan Bates, Jin-ah Kim, Nancy Latham, Illinois State University, Normal, IL, USA

Students' Writing Self-Efficacy Over Time: Looking Through Grades Kindergarten, 1 and 6
The study examined the change(s) in perceptions of students' writing self-efficacy to see if it remained the same, increased, or decreased over time.
Jin-ah Kim, Illinois State University, Normal, IL, USA


Research Forum II

Thursday, March 19, 2009
1:00 p.m. - 3:30 p.m.

The Impact of a University-School Partnership: Closing the Literacy Achievement Gap
This study reports on the first year of a 3-year partnership between a mid-sized urban university and a high-needs elementary school.
Maureen Spelman, Saint Xavier University, Chicago, IL, USA

Traditional Language Games Assist One Preschooler on the Autism Spectrum Engage with his Family
This session discusses benefits of family play for a child on the autism spectrum including using cultural and social skills to reinforce joint attention, social interactions, and language skills.
Mari Riojas-Cortez, University of Texas at San Antonio, San Antonio, TX, USA

The Effects of Empowering Primary Caregivers in Assessment on Parent-Child Interaction and Children's Developmental Outcomes
The presenter will report effects of empowering parents on parent-child interaction and the child's development. Children's communication skills and overall development will also be discussed.
Yaoying Xu,Evelyn Reed-Victor, Virginia Commonwealth University Richmond, VA, USA
Jeffrey Gelfer, University of Nevada, Las Vegas, Las Vegas, NV, USA

Educators and Advocates: An Examination of Parental Perspectives on ADHD and School Support
This study examines parental opinions about the educational support provided within the elementary school system for the special needs of their children diagnosed with ADHD.
Shelley Murphy, OISE/University of Toronto, Toronto, ON, Canada

Research Highlighted Sessions

Friday, March 20, 2009
10:00 a.m. - 11:45 a.m.

A Study of Fractional Understanding in Early Grades: A Partnership in Teacher Education - Click to download PowerPoint
This university-school partnership study, involving K-3 students, examined the impact of addressing early fraction concepts through multiple models. Methodology and findings will be shared.
Trena L. Wilkerson, Betty Ruth Baker, Patricia T. Sharp, Baylor University, Waco, TX, USA

Understanding Families: The Importance of Interaction and Reflection
It is equally important for pre-service teachers to interact with diverse families and to have many opportunities to reflect on the interactions.
Anna F. Lyon, Deborah J. Hess, Jennifer Vogel, Wright State University, Dayton, OH, USA

Research Forum III

Friday, March 20, 2009
1:00 p.m. - 3:30 p.m.

Effects of a Professional Development Intervention on Low-Income Children's Knowledge of Mathematics
A research and demonstration project that will describe the pre-kindergarten science/math curriculum, the professional development for teachers, and findings from the second year of data collection.
David L. Brown, Texas A&M University - Commerce, TX, USA
Lin Moore, Texas Woman's University, Denton, TX, USA

Teachers' Beliefs About Preschool Inclusion of P.R. China
The primary purpose of this study was to examine preschool teachers' beliefs about early inclusion in P.R. China.
Linlin Li, HTA Consulting, Berkeley, CA, USA
Linda Hestenes, University of North Carolina at Greensboro, Greensboro, NC, USA

Becoming Teacher: One Story of Acculturation and Identity Formation
Transitioning from academic honor's student to teacher of high-needs students, one participant documents the formation of her teaching identity as related to Bamberg's (1997) frame of narrative positioning.
Carol P. McNulty, Kathy R. Fox, University of North Carolina-Wilmington, Wilmington, NC, USA

Where Have All the Blocks Gone? A Case for Block Play in Early Childhood - Click to download PowerPoint
Symbolism in play prepares young children for development of abstract thinking (Vygotsky, 1978). This quantitative and qualitative investigation examined symbolism in block play with preschool children.
Lynn Cohen, Long Island University, C.W. Post, Greenlawn, NY, USA

Research Roundtables

Saturday, March 21, 2009
9:30 a.m. - 11:30 a.m.

Pre-Service Teachers' Digital Citizenship Video Projects 
The objective of this session is to share a qualitative research study about the knowledge, skills and behaviors of junior level elementary social studies pre-service teachers who made videos about digital citizenship. 
Linda Bennett, University of Missouri, Columbia, MO, USA

Pre-Service Teachers and Spirituality: A Dimension Worth Noting
This presentation reports findings, important for teacher educators, from a questionnaire administered to 331 pre-service undergraduate students to ascertain their perceptions of the dimensions of spirituality. 
Mike Boone, Kathleen Fite, Robert F. Reardon, Texas State University, San Marcos, TX, USA

Teaching Learning Standards Through Play 
This research investigated elementary teachers' implementation of play-based methods while teaching academic learning standards. 
Mary K. Bendixen-Noe, Ohio State University-Newark, Newark, OH, USA

Young Children's Mathematics Autobiography
Investigate how young children use mathematics in their daily lives and learn how to incorporate this information to enhance the effectiveness of mathematics teaching.
Fongyun Lee, Fredrick Silverman, University of Northern Colorado, Greeley, CO, USA

Outdoor Games and Classroom Learning in the Early Primary Years: The Tanzanian Experience
This session will report on the relevance of spontaneous outdoor games to classroom learning of language(s), mathematics and science in the early primary years.
Selina Lesiaki Prosper Mushi, Northeastern Illinois University, Chicago, IL, USA

Two Parents' Perspectives of Preparing Kindergarten Readiness Skills
"What are important readiness skills that children need to have before attending kindergarten?" and how parents' thoughts (matuarationism, environmentalism, and constructivism) influence children's development of readiness skills.
Yu-Ju Huang, Indiana State University, Terre Haute, IN, USA

Playing Around: Young Children's Responses to Two Modes of Presentation of Where the Wild Things Are
This study examines the differences in young children's play after being exposed to either the video or book version of Where the Wild Things Are.
Megan Cooper, Georgette C. Page, Millikin University, Decatur, IL, USA

Using Online Learning to Reflect on Issues/Trends and Children's Futures
Online learning was found to be an effective strategy to enhance student knowledge of early childhood issues and trends.
Elizabeth Engley, Jacksonville State University, Jacksonville, AL, USA

An Investigation for Self Professional Teaching Competence of Visual Art Education in Multicultural Kindergarten Classrooms in Taiwan
Government policy must raise immigrant parents aspiration to join kindergarten art activities. Limited funds restrict art materials that educators can use. Promoting personal art accomplishments is top issue for educators.
Ching-Yaun Hsiao, Chia-Cheng Lin, National University of Tainan, Tainan, Taiwan

Early Childhood and Middle School Teachers' Ability to Identify Divergent Thinking in Their Students
This session focuses on whether early childhood and middle school teachers can accurately identify students in their classes who are divergent thinkers.
Vicky Morgan, Nancy Latham, Rena Shifflet, Illinois State University, Normal, IL, USA
 

Using an Evidence-Based Approach to Work with Infants and Toddlers with Disabilities - Click to download PowerPoint
Attendees will learn about (1) current developments in early intervention, (2) coaching as a way to interact with parents / professionals, and (3) how to work with a coach to provide developmentally appropriate and recommended practices.
James M. Ernest, Valdosta State University, GA, USA