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Online Companion for
What Do We Know About Early Childhood Education?
Research Based Practice
Sandra Crosser
Chapter 1
Related Links
1. Annotated bibliography for interpreting educational research at www.nelson.usf.edu.
To find: On www.nelson.usf.edu go to “Departments.” Click on “reference.” Click on
“Course Related Annotated Bibliographies.” Click on “Educational Research.”
2. Ethical standards statement of the American Educational Research Association at
www.aera.net
To find: On www.area.net, go to Search. Type in “Ethical Standards” and do a
search. Click on “Hot Off the Press: Ethical Standards of the American Educational
Research Association: Cases & Commentary (March 2002)” and then click on
“Ethical Standards of AERA.”
Critical Thinking
1. Read the featured article, “Discretion in the Translation of Research to Policy: A
Case from Beginning Reading,” located at www.aera.net. Is the criticism sound?
To find the article: On www.aera.net, go to Search. Type in “Discretion in the
Translation” and do a search. Click on “Taylor, Anderson, Au & Raphael –
Discretion in the Translation of Research to Policy … [p. 11] (ER Online, Vol. 29,
No. 6, August – September 2000).”
2. Critique the article “The Dalmatian and Its Spots: Why Research-Based
Recommendations Fail Logic 101” (January 28, 2004), located at
www.edweek.org. To find the article: Go to www.edweek.org and click on Archives
on the top navigation bar. Go to Education Week Tables of Contents. Click on Jan.
28, 2004 “Issue 20.” Scroll down to “The Dalmatian & Its Spots,” under
Commentary section.
3. Read through the policy guide produced by the U.S. Department of Education,
located at www.ed.gov. Identify what is meant by the “gold standard” in
evaluating educational research.
To find the policy guide: Go to www.ed.gov. Then go to Search and type in
“Rigorous Evidence Guide” and do a search. Click on “Identifying and
Implementing Educational Practices Supported by Rigorous Evidence.”
Then read the article “Knowing What Works” by Karin Chenoweth, a columnist for
The Washington Post. The article can be accessed at www.edweek.org and was
printed in the January 21, 2004 issue of Education Week. Evaluate Chenoweth’s
commentary about the “gold standard.”
To find the article: go to www.edweek.org and click on Archives on the top
navigation bar. Click on Education Week Tables of Contents. Click on Jan. 21
“Issue 19” and scroll down to “Knowing What Works” under Commentary section.
4. Browse through the No Child Left Behind Act located at www.ed.gov. Then look at
the act from the perspective of the National Education Association, a teachers’
union. That response can be found at www.nea.org. Compare the two views. Why
are they different?
To find the No Child Left Behind Act: Go to www.ed.gov and click on “Policy.”
Click on “No Child Left Behind (NCLB).” Click on top 4 sections (“Stronger
Accountability for Results,” “More Freedom for States and Communities,”
“Encouraging Proven Education Methods,” “More Choices for Parents”).
To find the NEA response: go to www.nea.org. Go to “NEA on the Issues.” Click
on “No Child Left Behind/ESEA.”
5. Look for ways the federal government impacts education as you read the article
“Gates Grant Will Fund Four-Year Study of School Finance” (October 22, 2003)
available at www.edweek.org.
To find the article: Go to www.edweek.org and click on Archives on the top
navigation bar. Go to Education Week Tables of Contents. Click on Oct. 22, 2003
“Issue 8” and scroll down to “Gates Grant Will Fund Four-Year Student of School
Finance” under Government & Politics section.
6. Read about the $7.4 million research initiative to investigate preschool curricula,
Internet-based teacher training, and the importance of parental involvement for
improving readiness at www.naeyc.org (January 9, 2004).
To find: at www.naeyc.org click on “Public Policy.” Then click on “Early Childhood
Educator Professional Development Program.”
Take Action
Sign up to receive e-mail updates on federal legislation and other policy news sent
out regularly by the National Association for the Education of Young Children
(NAEYC)
Go to www.naeyc.org. Click on “Public Policy.” Then click on “Action Center.”
Click on “NAEYC E-mail List” and follow directions to receive updates.
Transparencies
1. Organization of Schools in American Society
Organization of Public Education in the U.S.
U.S. Constitution
State Legislature
State Board of Education
State Superintendent of Instruction
Local School Board
Local Superintendent of Schools
10th AmendmentGovernor
Principal
Teachers
Citizens
Principal
Teachers
Principal
Teachers
Principal
Teachers
2. The Carrot Approach
Chapter 2
Related Links
1. Early Childhood Longitudinal Study at www.nces.ed.gov.
To find: Go to www.nces.ed.gov and do a search for “Early Childhood Longitudinal
Study.” Click on “Early Childhood Longitudinal Study (ECLS).”
2. Read about the Terman study of gifted individuals at www.cpc.unc.edu.
To find: Go to www.cpc.unc.edu and do a search for “Lewis Terman Study.” Click
on “Lewis Terman Study at Stanford University.”
Case Studies
1. Genie. Find out more. Read a NOVA transcript at www.pbs.org.
To find: at www.pbs.org go to “Search.” Type in “Secrets of the Wild Child”
and do a search. Click on “NOVA/Transcripts/ Secret of the Wild Child.”
2. Read a summary of the Genie case at http://kccesl.tripod.com. To find:
On http://kccesl.tripod.com click on “Learning Resources.” Then click on
“Linguistics.” Click on “The Civilizing of Genie.”
Transparencies
1. Self reports
2. Correlations
Interpreting Correlations
There is a positive correlation between bathing suit sales andnumber of drownings. As one increases, so does the other.
Variable A Bathing suit sales
Variable BIncrease in drownings
causes
Another factor is involved
A correlation may mean
Variable BIncrease in drownings
Variable A Bathing suit sales
causes
Critical Thinking
1. Read the article “Study Challenges Direct Reading Method” in the January 28,
2004 issue of Education Week, located at www.edweek.org. Evaluate the research
methodology.
To find the article: Go to www.edweek.org and click on Archives on the top
navigation bar. Click on Education Week Tables of Contents. Click on Jan. 28
“Issue 20” and scroll down to “Study Challenges Direct Reading Method” under
Across the Nation.
2. Read the report “With One Voice 2003: America’s Adults and Teens Sound Off
About Teen Pregnancy” online at www.teenpregnancy.org. Identify the study
design. What questions does the design of the study raise about the findings?
To find the report: Go to www.teenpregnancy.org. Go to “Research, Resources &
Information” on the left navigation bar and select “Research & Polling Data” on the
drop-down menu that appears. Click on “Research & Polling Data.” Click on
“Polling Data.” Click on “2003 Results.”
Chapter 3
Related Links
1. Educational Resources Information Center (ERIC) at www.searcheric.org
2. What Works Clearinghouse at http://w-w-c.org/about.html
3. National Association for the Education of Young Children at www.naeyc.org
4. Association for Childhood Education International at www.acei.org
Take Action
1. A research base for teaching subject areas in elementary and secondary school
has been compiled by Educational Research Service. Information about ordering
the Handbook of Research on Improving Student Achievement, Third Edition is
available online at www.ers.org.
To find: On www.ers.org, click on “Catalog of ERS Resources.” Then click on
“Online Catalog” and then click on “Proceed to Search the Catalog.” In Search by
title and/or words in publication title, do a search for “Handbook of Research on
Improving Student Achievement.”
2. Subscribe to EDInfo, an e-mail update from the U.S. Department of Education.
Address an e-mail message to [email protected]. Give your first name and last
name and indicate that you wish to subscribe to EDInfo.
Chapter 4
Related Links
1. The Child-Parent Center Program at www.waisman.wisc.edu.
To find: Go to www.waisman.wisc.edu and click on “Early Childhood.” Then click
on “Waisman Early Childhood Program.”
2. The Abecedarian Project at www.fpg.unc.edu.
To find: on www.fpg.unc.edu locate “Top 12 Most Requested Pages.” Scroll down
to #6 and click on “Carolina Abecedarian Project.”
3. Kindergarten study at http://nces.ed.gov.
To find: At http://nces.ed.gov go to Search and type in “Kindergarten Study” and
then do a search. Click on “Early Childhood Longitudinal Study (ECLS)
Kindergarten Class of 1998-99 Study Information.”
Critical Thinking
1. Read the kindergarten study at http://nces.ed.gov.
To find: At http://nces.ed.gov go to Search and type in “Kindergarten Study” and
then do a search. Click on “Early Childhood Longitudinal Study (ECLS)
Kindergarten Class of 1998-99 Study Information.”
Then compare what you read to the analysis completed by the National Center
for Children in Poverty. The report, “Low Income and the Development of
America’s Kindergarteners,” is located at www.nccp.org.
To find: Go to www.nccp.org. Scroll down the page to find the article.
2. Read about a new research initiative into long-term effects of child care and links
to aggression in Education Week (October 8, 2003).
To find: Go to www.edweek.org and click on Archives on the top navigation bar.
Click on Education Week Tables of Contents. Click on Oct. 8, 2003 “Issue 6” and
then scroll down to “Child’s Play” under Features section.
Chapter 5
Related Links
1. Academic redshirting at www.ericfacility.org.
To find: At www.ericfacility.org click on “Resources.” Then click on “ERIC Digests
in Full Text.” Go to Search and type in “academic redshirting” and do a search.
Click on ED423079.
2. Academic redshirting at www.kidsource.com.
To find: at www.kidsource.com, go to Search and type in “academic redshirting”
and do a search. Click on “The Kindergarten Entrance Age Dilemma.”
3. Academic redshirting at www.chicagoparent.com.
To find: On www.chicagoparent.com, go to Search and type in “academic
redshirting” and conduct a search. Click on “Chicago Parent/Features Feb 2003.”
4. The Gift of Time: Enactments of Developmental Thought in Early Childhood
Practice by M. Elizabeth Graue, Janice Kroeger, and Christopher Brown at
http://ecrp.uiuc.edu.
To find: On http://ecrp.uiuc.edu, go to Search ECRP and type in “graue” and
conduct a search. Click on “Early Childhood Research and Practice Spring 2003.
The Gift of ….”
PowerPoint Presentation
Starting Kindergarten
Transparencies
1. Race/Ethnicity Percentage of U.S. Public School Students
Race/Ethnicity Percentage of U.S. Public School Students: 2000-01
60.3White,
non-Hispanic
17.2Black,
non-Hispanic
4.2Asian/Pacific
Islander
1.2AmericanIndian/Alaskan
17.1Hispanic
2. Minority Percentage of School-Age Population by Year
60
50
40
30
20
10
0
Year
Minority Percentage of School-Age Population By Year
2000 2010 2020
Percent2030 2040
35.2
40.444.4
46.950.7
Chapter 6
Related Links
1. Review time on task and make observations at www.foothill.net/~moorek.
To find: On www.foothill.net/~moorek scroll to “Help Topics” then click on
“Time on Task.”
2. Investigate other ways to increase engagement at http://www.nwrel.org.
To find: On www.nwrel.org, go to Search and type in “time on task” and
conduct a search. Click on “Increasing and Motivation: From Time-on-Task to
Homework: By Request…/Oct 2000.”
Critical Thinking
1. Read the article “Latino Optimism High on Children’s Schools, National Survey
Finds” in Education Week, January 28, 2004. What questions does the study
raise in your mind?
To find the article: Go to www.edweek.org and click on Archives on the top
navigation bar. Click on Education Week Tables of Contents. Click on Jan. 28,
2004 “Issue 20” and scroll down to “Latino Optimism High On Children’s
Schools, National Survey Finds” in Across the Nation section.
2. The Rhode Island Commissioner of Education, Peter McWalers, is pushing to
lengthen the elementary school day from five to seven hours. Read about the
move at www.edweek.org (January 28, 2004) then act as Mr. McWalters’
advisor. What advice would you give, based on findings in educational
research?
To find: Go to www.edweek.org and click on Archives on the top navigation bar.
Click on Education Week Tables of Contents. Click on Jan. 28, 2004 “Issue 20”
and then scroll down to “Rhode Island Chief Seeks Longer School Day” in
Government & Politics section.
3. The U.S. Department of Education will spend $9.6 million on a three-year-study
of the effectiveness of after-school programs. If you were designing the study,
what questions would you ask? Read about it at www.edweek.org.
To find: On www.edweek.org, go to Search and type in “after school.” Then
click on 2003 and conduct a search. Click on October 22 “Children and
Families.”
Transparencies
1. Who Is Taking Care of the Children?
Who is Taking Care of the Children?
Nonrelativecare16.1
Parentcare only
23.1
Center-basedcare59.7
Relativecare22.8
2. School Time
PowerPoint Presentation
Motivation
Chapter 7
Related Links
1. Lawrence Elementary School Looping Project online at www.teachnet.com.
To find: at www.teachnet.com, go to Search and type in “Looping.” Conduct a
search, then click on “Intro: The Lawrence Elementary Looping Project/How-
to/Power.”
2. ERIC Digest “Implementing Looping” online at http://eric.uoregon.edu.
To find: Go to http://eric.uoregon.edu. Click on “ERIC Digests” under
Publications and then click on “ERIC Digest 123 — Implementing Looping.”
Critical Thinking
Locate the article “Multiage Teachers’ Beliefs and Practices” in the Journal of
Research in Childhood Education, Vol. 18, No. 1, Fall 2003. What were the four
categories of beliefs teachers held? Are they upheld in research?
Chapter 8
Related Links
1. Chicago’s Children First Education Plan online at http://www.cps.k12.il.us.
To find: On www.cps.k12.il.us go to Search and type in “Children First.” Do a
search, then click on “Chicago Public Schools Children First Fund.”
2. In-grade retention information and links online at http://users.stargate.net.
To find: on http://users.stargate.net, click on “Hot Topics.” Scroll down to “In-
Grade Retention” and click.
3. Parent resource on grade retention online at www.psparents.net.
To find: Go to www.psparents.net and scroll down to “Grade Retention” under
Academics.
4. Position paper of the National Association of School Psychologists on Grade
Retention and Social Promotion online at www.nasponline.org.
To find: Go to www.nasponline.org and click on “Search.” Type in “Grade
Retention and Social Promotion” and then click on “NASP Position Statement
— Grade Retention and Social Promotion.”
Chapter 9
Related Links
Class size study “The Relationship Between Exposure to Class Size Reduction
and Student Achievement in California” is available at http://epaa.asu.edu. Did
small class size in first grade correlate with higher test scores later?
To find the study: Go to http://epaa.asu.edu. Click on “Complete Articles.”
Click on “Volume 11 2003.” Click on “Volume 11 Number 40.”
PowerPoint Presentation
Assessing the Environment
Take Action
Read M. K. Clayton and M. B. Forton’s book Classroom Spaces That Work,
published by Northeast Foundation for Children, 2001.
Chapter 10
Related Links
1. The Center for Evidence-Based Practice: Young Children with Challenging
Behavior at http://challengingbehavior.fmhi.usf.edu.
2. Positive Approaches to Challenging Behavior for Young Children with
Disabilities at www.ici.umn.edu.
To find: Go to www.ici.umn.edu. Click on Search on the top navigation bar.
Click “ICI Site Search.” Type in “Preschool Behavior Project” and do a
search. Click on the first document, Preschool Behavior Project.
3. National Network for Child Care at www.nncc.org.
4. Zero to Three project at www.zerotothree.org.
Critical Thinking
1. According to the guidance approach, the teacher is to be a protective
buffer.
Explain how you can fill that role. Give specific examples.
2. The July 2003 issue of Young Children, the journal of the National
Association for the Education of Young Children (NAEYC), devoted almost
the entire issue to guidance for children with challenging behaviors. Before
you read, generate several questions about the topic that you would like to
have answered. Then read the articles. Were your questions answered?
Were more questions raised?
PowerPoint Presentation
Protective Buffer Badge
Transparencies
1. Just as in football, there should be a strategy for calling time-out.
2. Extrinsic motivation in the form of rewards may reduce effort
Intrinsic motivation Extrinsic motivation Reduced effort
3. Parenting styles and child behavior.
Chapter 11
Related Links
1. Read the joint position statement of curriculum, assessment, and program
evaluation from the National Association for the Education of Young
Children (NAEYC) and the National Association of Early Childhood
Specialists in State Departments of Education at www.naeyc.org.
To find: At www.naeyc.org click on “NAEYC Resources,” then click on “view
position statements.” Click on “Improving Program Practices with
Children.” Click on “Early Childhood Curriculum, Assessment and Program
Evaluation (2003).”
2. How much time is really spent on homework? See the “Brown Center
Report on American Education” homework chapter at www.brookings.edu.
To find: At www.brookings.edu, click on “Brown Center on Education
Policy.” Go to Search and type in “Homework and Report on American
Education.” Click on “Do Students Have Too Much Homework?”
3. Find out more about savants, including the real Rain Man at
www.wisconsinmedicalsociety.org.
To find: Go to www.wisconsinmedicalsociety.org. In Search, type
“Savants.” Click on “Wisconsin Medical Society — Savant Articles.” Click
on “Savant Profiles” on sidebar.’
PowerPoint Presentations
1. Asking Questions
2. Play
3. Developmentally Appropriate Practice
Chapter 12
Related Links
1. Missouri Early Childhood Development Act (Senate Bill 658) describes one
state’s efforts to provide programs that involve parents at
www.dese.state.mo.us.
To find: On www.dese.state.mo.us, click on the site map. Locate and click
on “Early Childhood Education.” Click on “Missouri Preschool Project”
under Programs.
PowerPoint Presentation
Parental Behavior
Critical Thinking
1. How is culture related to children’s behavior? Make some predictions of
your own, then read “Opening the Culture Door” by Barbara Kaiser and
Judy Skiar Rasminsky in the journal Young Children, July 2003, pages 53–
56. Review your predictions.
2. Can teens be taught parenting skills? If so, the next generation could
benefit. Read Donna McDermott’s article “Building Better Human
Connections: Parenting/Caring Education for Children and Teens in School”
published in the journal Young Children, Winter 2003/04, pages 71–75.
Critique the article.
3. The American Federation of Teachers is a union. What position would you
predict a teachers’ union would take on parent involvement? Read the paid
position statement entitled “Where We Stand” located in the December 10,
2003 issue of Education Week, page 7. Analyze the quote from Luebertha
Oliver.
Chapter 13
Related Links
1. Reconsidering the Impact of High-Stakes Testing at http://epaa.asu.edu.
To find: At http://epaa.asu.edu, click “search epaa,” then conduct a search
by typing in “High Stakes Testing.” Click on “EPAA Vol. 12, No. 1, Braun
Reconsidering the Impact of High-Stakes Testing.”
2. “Study Offers Mixed Results on Impact of High-Stakes Tests” in Education
Week, January 28, 2004, at www.edweek.org.
To find: Go to www.edweek.org and click on Archives on the top navigation
bar. Click on Education Week Tables of Contents. Click on Jan. 28, 2004
“Issue 20” and then scroll down to “Study Offers Mixed Results on Impact
of High-Stakes Tests” under Across the Nation section.
3. Education testing Service report “An Uneven Start: Indicators of Inequality
in School Readiness” at www.ets.org.
To find: At www.ets.org, click “Research,” then “Research Home.” Go to
Search and type in “An Uneven Start: Indicators of Inequality in School
Readiness.” Click on 009741 cover.
Critical Thinking
1. Read the article “Opening Exercises — Or Never-Never Land” in the
October, 2002 issue of the journal Phi Delta Kappan, pages 109–111. What
does the author believe about the achievement gap? Is the author’s
opinion founded in the research base?
2. Read the article “Criticism Over New Head Start Testing Program Mounts”
in the January 14, 2004 issue of Education Week online at
www.edweek.org. Why does Samuel Meisels oppose the testing plan?
Examine his arguments.
To find: Go to www.edweek.org and click on Archives on the top navigation
bar. Click on Education Week Tables of Contents. Click on Jan. 14, 2004
“Issue 18” and then scroll down to “Criticism Over New Head Start Testing
Program Mounts” under Across the Nation section.
3. Read the four related letters to the editor printed in the December 10, 2003
issue of Education Week under the headline “Achievement Gaps: The
Hottest Topic is the Hardest to Comprehend.” Access it online at
www.edweek.org. Discuss the varying points of view. Do the writers have
legitimate arguments?
To find: Go to www.edweek.org and click on Archives on the top navigation
bar. Click on Education Week Tables of Contents. Click on Dec. 10, 2003
“Issue 15” and then click on “Letters.”
Transparencies
1. Assessment should guide planning and teaching
Objective Met?
Summative Evaluation
Formative Evaluation
Teach
Preassess
Set Objective
YES
NO
2. Percent of schools that give kindergarten placement tests
100
90
80
70
60
50
40
30
20
10
0
Per
cen
t
Schooladministersentrance orplacement
test
Testing foreligibility for
entrancewhen child
is belowcutoff age
Testing forclass
placementdecisions
Testing toidentify
children whomay needadditional
testing andevaluation
Testing toindividualizeinstruction
Testing tosupportpossible
recommendationfor delay
61
1319
4752
27