The Promise of Teacher Inquiry and Reflection: Early Childhood Teachers as Change Agents

Escamilla, Isauro M.; Meier, Daniel R.

doi:10.1080/17425964.2017.1408463

Cited by 17 publications

(24 citation statements)

References 20 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Assessment developers are publishing guidance and making modifications to ensure assessments can be delivered remotely (e.g., Individual Growth and Development Indicators, Preschool Early Literacy Indicators). The statistically significant difference in early childhood educators’ levels of confidence at the beginning of remote learning when compared to the end of the school year, are in line with prior research indicating teachers’ self-reflection contributes to increased knowledge and instructional quality (Escamilla & Meier 2018 ). This finding is also consistent with increases in educator confidence as they gain more teaching and computer experience and receive more training (Nikolopoulou & Gialamas, 2015).…”

Section: Discussionsupporting

confidence: 84%

Initial Development of a National Survey on Remote Learning in Early Childhood During COVID-19: Establishing Content Validity and Reporting Successes and Barriers

McKenna

Soto-Boykin

Cheng

et al. 2021

Early Childhood Educ J

View full text Add to dashboard Cite

This article describes the development and administration of a survey to identify early childhood educators’ successes and barriers when delivering remote instruction (e.g., online whole or small group instruction) during the COVID-19 pandemic to children 2–5 years old. The survey was developed using procedures outlined by the commonly accepted stages of an instrument development process. Content validity was established using four approaches: (a) identification of the purpose of the survey, (b) creation of a blueprint of items, (c) cognitive interviews, and (d) expert panel review. A total of 1,053 early childhood educators began the survey, with 808 (77%) of the responses included because educators met the inclusion criteria of working in the United States and responding to at least one question related to remote instruction. The survey contained 37 closed-ended and six open-ended items covering eight domains: (a) demographic information; (b) preparation, guidelines, and materials for remote learning; (c) caregiver communication and engagement; (d) assessment; (e) instruction; (f) educators’ levels of confidence before and after remote learning; (g) access to services (i.e., wraparound and/or special education); and (h) planning for the return to face-to-face instruction. Both quantitative (descriptive, t-test, regression, ANOVA, and Chi-square tests) and consensual qualitative research analyses were applied to summarize the survey results. Findings from this survey indicated that even with limited or no guidance from administrators, educators successfully adapted to remote instruction and their levels of confidence increased over time. Ongoing improvements need to be made to sustain regular communication with all families, to offer access to technology (i.e., devices and internet), to administer assessments or universal screeners, and to provide cohesive guidelines and expectations. Results from this study begin to shed light on early childhood educators’ adaptation to remote instruction as a result of COVID-19. Supplementary Information The online version contains supplementary material available at 10.1007/s10643-021-01216-y.

show abstract

Section: Discussionsupporting

confidence: 84%

Initial Development of a National Survey on Remote Learning in Early Childhood During COVID-19: Establishing Content Validity and Reporting Successes and Barriers

McKenna

Soto-Boykin

Cheng

et al. 2021

Early Childhood Educ J

View full text Add to dashboard Cite

show abstract

“…Although it is rare to find existing PD offerings that meet all of the criteria suggested above, savvy programs intentionally create a culture of learning by engaging teachers in professional learning communitiesan effective approach to PD for educators (Hargreaves 2007)-in which educators are agents in their own learning and the learning of their coworkers (Clark 2019;Escamilla and Meier 2018;Hardy 2012). These learning teams, which have been established in EC programs around the world (e.g., He and Ho 2013; Jensen and Iannone 2018), create opportunities for teachers and administrators to work together to design a PD agenda that fits the goals of teachers and children and collaboratively put what they have learned into practice to promote better outcomes for children (Borko et al 2010;Archibald et al 2011).…”

Section: Creating and Maintaining A Culture Of Learning To Support Pdmentioning

confidence: 99%

Guidelines for Selecting Professional Development for Early Childhood Teachers

Schachter

Gerde

Hatton-Bowers

2019

Early Childhood Educ J

View full text Add to dashboard Cite

Engaging teachers of young children in effective in-service professional development is a critical component of establishing high quality early childhood education. However, not all professional development offerings are effective in imparting new knowledge, enhancing teacher practice, or improving child outcomes, making it difficult for teachers and directors to select professional development that will benefit their centers. This paper critically reviews the research literature on professional development for early childhood education to identify what features of professional development make a difference for teacher interactions and children's learning and development. Guidance is provided for selecting professional development opportunities which meet the needs of children and teachers. Recommendations for how to create an ongoing professional development program within an early childhood center by creating a professional learning community are also made. Such an approach supports the center to become a place that values learning and continued education for all professionals.

show abstract

“…Significance of the Study Taken together, the two aims of this research will contribute to better educational practice for the teachers in the CoP and contribute to the scant literature on carceral teaching. By creating a CoP, I am using the PI model to examine our practice in my alternative education program and seek to make impactful changes as part of our daily work to increase the chances of real educational change (Escamilla & Meier, 2018;Wenger, 1998). Likewise, my research is positioned to challenge the lack of Funds of Knowledge (FoK) pedagogy for carceral classrooms by demonstrating the relevance of the FoK approach for this setting and exploring teacher meaning making as we develop the practice of connecting the students' lifeworlds to their carceral mathematics schoolworlds.…”

Section: Research Purpose and Questionsmentioning

confidence: 99%

“…By using the FoK model, teachers can check how stigma influences their attitude and examine their practice to find a way to transform their students' relationship with the schoolworld. This way, they can seek to make impactful changes as part of their daily work and increase the chances of real educational change (Escamilla & Meier, 2018;Wenger, 1998) in the key area of mathematics.…”

Section: Fok Departures: Teacher Attitudes and Beliefs On Knowledgementioning

confidence: 99%

“…Scholars have noted the advisability of engaging in research that helps teachers with immediate solutions in the process of gathering data (Loughran et al, 2007;Wenger, 1998). For example, Escamilla and Meier (2018) noted Japan and Finland's systems explicitly emphasize inquiry and reflection as important tools for effective teaching and assessment. In fact, Loughran et al (2007) argued a major drawback of formal research is that it does not give teachers the kinds of immediate solutions they need for their classroom dilemmas.…”

Section: Elementmentioning

confidence: 99%

See 1 more Smart Citation

Funds of Knowledge in Carceral Secondary Mathematics Learning

Harrison¹

View full text Add to dashboard Cite

This practitioner inquiry explored the perceptions and applications of students' funds of knowledge (FoK) by carceral mathematics educators in a California alternative education program. Carceral classrooms have not benefited from the application of the FoK approach, which incorporates students' home and community learning into classroom learning. This research aimed to open the door to FoK applications for carceral practitioners, bringing together nine colleagues, including myself, fellow teachers, and other staff, into a community of practice that met over the course of an academic semester. Data collection was done through

show abstract

The Promise of Teacher Inquiry and Reflection: Early Childhood Teachers as Change Agents

Cited by 17 publications

References 20 publications

Initial Development of a National Survey on Remote Learning in Early Childhood During COVID-19: Establishing Content Validity and Reporting Successes and Barriers

Initial Development of a National Survey on Remote Learning in Early Childhood During COVID-19: Establishing Content Validity and Reporting Successes and Barriers

Guidelines for Selecting Professional Development for Early Childhood Teachers

Funds of Knowledge in Carceral Secondary Mathematics Learning

Contact Info

Product

Resources

About