Content-driven Faculty Development in Community College Early Childhood Education Programs

D’Amico, Mark M.; Algozzine, Bob; Algozzine, Karen M.; Correa, Vivian I.; Muharib, Reem

doi:10.1080/10668926.2017.1357510

Cited by 4 publications

(2 citation statements)

References 17 publications

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“…The pedagogical tactics employed in mathematics education predominantly emphasise direct instruction, with limited integration of diverse learning styles or interactive strategies. In this scenario, it is logical to infer that students would encounter sensations of ennui and hence exhibit diminished involvement with the curriculum content (D'Amico et al, 2019;Gai, 2018). One potential determinant impacting student motivation is the need for more assistance and acknowledgement, particularly when surmounting mathematics obstacles.…”

Section: Introductionmentioning

confidence: 99%

Lecturer vs. Practitioner: How is collaborative class assessment for math learning?

Darmayanti

2023

DPJPM

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Mathematics education holds significant importance in the educational journey at the school and college levels. However, many students pursuing mathematical education need help comprehending the subject matter, particularly in courses related to mathematics learning media. The phenomenon can be attributed to multiple variables, including diminished motivation, less efficacious learning methodologies, and inadequate pedagogical competencies exhibited by instructors. This study examines the responsibilities of practitioners in collaborative classes within the Higher Education Elementary Linear Algebra (ALE) course, with a specific focus on PGRI Wiranegara University. Data collection in descriptive qualitative research involves several methods, such as observation, interviews, and documentation. The upcoming academic semester, namely the odd semester of 2022/2023, is fascinating. The relationship between Mathematics Education Research Methodology and practitioners facilitated the provision of data. The analysis of collected data involves using reduction, presentation, and conclusions. Empirical research shows that practitioners play a significant role in collaborative classrooms by actively contributing ideas, facilitating learning processes, guiding arguments, and providing explanations. Time restrictions and miscommunication among practitioners hinder the adoption of collaborative classes. The present study posits that practitioners assume a pivotal position within collaborative educational settings and must effectively address the issues they encounter to enhance students' learning outcomes.

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Section: Introductionmentioning

confidence: 99%

Lecturer vs. Practitioner: How is collaborative class assessment for math learning?

Darmayanti

2023

DPJPM

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“…The Advancing Community College Efforts in Paraprofessional Training (ACCEPT) project was a collaborative professional development partnership grounded in evidence-based practices ([EBPs]; Assel et al, 2007;Klute, 2013;National Research Council, 1999;Odom et al, 2013;Sexton et al, 1996;Sheridan et al, 2009;Snyder et al, 2011;Zaslow et al, 2010) that led to improved resource selection; enhanced application activities; and, high implementation fidelity and sustainability despite administrative changes, time constraints and high student turnover (D'Amico et al, 2019). More specifically, the goals of this project were to: infuse special education concepts and activities into coursework in existing associate degree programs in early childhood education; enhance students' confidence and ability to implement best practices related to teaching children with disabilities in inclusive settings; and advance the preparation, educational attainment and retention of the early childhood workforce in the state.…”

Section: Introductionmentioning

confidence: 99%

Families of children with disabilities helping inform early childhood education

Swart

Muharib

Godfrey-Hurrell

et al. 2021

JCS

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Purpose This paper aims to survey and interview parents of young children with disabilities to document their perspectives on what professionals working with their children need to know. Rather than comparing opinions over time or as part of an outcome study, this paper met with participants at a single point in time for a conversation addressing two questions with implications for training, program development and continuing research, namely, to what extent do families believe the Advancing Community College Efforts in Paraprofessional Training (ACCEPT) standards and topics are important to include in educational programs preparing professionals to work with young children with disabilities in inclusive settings (survey)? How satisfied or dissatisfied are families with the practices of early childhood educators working with their children with disabilities in inclusive and other settings (focus group)? What knowledge and skills do families recommend are important for the preparation of early childhood educators working with children with disabilities in inclusive and other settings (focus group)? Design/methodology/approach An exploratory design was used to gather information for use in future research and program development and research efforts. Descriptive statistics were compiled for the survey data and focus group interviews were content-analyzed for themes consistent with the project’s eight standards and topics. Findings Analyzes of survey and focus group interview data indicated that parents/caregivers held consistent views about information and skills needed to prepare teachers and others to work with children with disabilities in inclusive settings. Parents/caregivers were asked to complete a brief survey prioritizing the importance of the eight ACCEPT standards and topics when preparing early childhood educators for working with children with disabilities in inclusive settings. They all (n = 21) rated each standard and topic as “very important” (4) and provided 184 comments during follow-up interviews that represented positive examples, negative examples and recommendations distributed across the eight focusing standards. Originality/value This research identified the need for educators to understand the high value and importance of communication with parents of children with disabilities. This study further suggests the need for teachers to value each child’s individual needs and differences for their relationships with children and families to thrive.

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