Pub Date : 2023-05-27DOI: 10.1080/02568543.2023.2220767
Ginny A. Dembek, Mark Lauterbach, S. Datchuk
ABSTRACT The researchers present a case study of an ongoing literacy tutoring program for elementary-age students in foster care. The first two authors collaborated with the education program at The New York Foundling, and created a multi-component, data-based program modification to guide tutors to virtually assess and teach core literacy skills. The program combined explicit instruction, fluency building, and ongoing critique of student needs through formative assessments. Students in foster care face significant challenges and begin tutoring with complex stories. The researchers found that using a dynamic approach in tutoring allowed the majority of students in foster care enrolled to make growth in literacy skills during the COVID-19 pandemic. The experimental design was a single-group, pre-to-posttest design with intermittent, repeated measures. Tutors provided detailed responses to a usability survey to assist in better understanding the complex nature of working with this population. Future directions for the program and implications for working with this vulnerable population were discussed.
{"title":"Creating an Adaptable Literacy Tutoring System for Elementary-Age Students in New York City Foster Care","authors":"Ginny A. Dembek, Mark Lauterbach, S. Datchuk","doi":"10.1080/02568543.2023.2220767","DOIUrl":"https://doi.org/10.1080/02568543.2023.2220767","url":null,"abstract":"ABSTRACT The researchers present a case study of an ongoing literacy tutoring program for elementary-age students in foster care. The first two authors collaborated with the education program at The New York Foundling, and created a multi-component, data-based program modification to guide tutors to virtually assess and teach core literacy skills. The program combined explicit instruction, fluency building, and ongoing critique of student needs through formative assessments. Students in foster care face significant challenges and begin tutoring with complex stories. The researchers found that using a dynamic approach in tutoring allowed the majority of students in foster care enrolled to make growth in literacy skills during the COVID-19 pandemic. The experimental design was a single-group, pre-to-posttest design with intermittent, repeated measures. Tutors provided detailed responses to a usability survey to assist in better understanding the complex nature of working with this population. Future directions for the program and implications for working with this vulnerable population were discussed.","PeriodicalId":46739,"journal":{"name":"Journal of Research in Childhood Education","volume":"37 1","pages":"463 - 475"},"PeriodicalIF":1.5,"publicationDate":"2023-05-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49549828","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-23DOI: 10.1080/02568543.2023.2192249
A. Bjerknes, T. Wilhelmsen, Emilie Foyn-Bruun
{"title":"A Systematic Review of Curiosity and Wonder in Natural Science and Early Childhood Education Research","authors":"A. Bjerknes, T. Wilhelmsen, Emilie Foyn-Bruun","doi":"10.1080/02568543.2023.2192249","DOIUrl":"https://doi.org/10.1080/02568543.2023.2192249","url":null,"abstract":"","PeriodicalId":46739,"journal":{"name":"Journal of Research in Childhood Education","volume":" ","pages":""},"PeriodicalIF":1.5,"publicationDate":"2023-05-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46581461","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-09DOI: 10.1080/02568543.2023.2190787
Christopher P. Brown, D. Ku, K. Puckett, David P. Barry
{"title":"First-Year Teachers’ Challenges With Implementing Developmentally Appropriate Practices in Their Public School Classrooms","authors":"Christopher P. Brown, D. Ku, K. Puckett, David P. Barry","doi":"10.1080/02568543.2023.2190787","DOIUrl":"https://doi.org/10.1080/02568543.2023.2190787","url":null,"abstract":"","PeriodicalId":46739,"journal":{"name":"Journal of Research in Childhood Education","volume":" ","pages":""},"PeriodicalIF":1.5,"publicationDate":"2023-05-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43204155","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-14DOI: 10.1080/02568543.2023.2187901
V. Nejati, Batool Zavarei
ABSTRACT Executive functions (EFs) play a crucial role in academic performance. In the present study, we aimed to improve EFs through a group-based cognitive training. Thirty-three typically developing children (age mean: 58.80 ± 7.04 months) were recruited in a random clinical trial design in two intervention (n = 18) and active control (n = 15) groups. Emoji selection, shifting attention, day/night Stroop, Corsi block tapping tasks, and behavioral rating inventory of executive function (BRIEF) were used for assessment in three baseline, post-intervention, and 3-month follow-up sessions. The intervention group received Class-based Cognitive Remediation (COREN) and the active control group participated in a storytelling class, both in 12 sessions. The result suggests improvement in sustained attention, cognitive flexibility, inhibitory control, and working memory in intervention group. The rating scales showed improvement in executive functioning in the intervention group based on parental rating. Group-based cognitive training is beneficial to improve EFs in kindergarten.
{"title":"Class-Based Cognitive Reinforcement (CORE) Improves Executive Functions in Preschoolers","authors":"V. Nejati, Batool Zavarei","doi":"10.1080/02568543.2023.2187901","DOIUrl":"https://doi.org/10.1080/02568543.2023.2187901","url":null,"abstract":"ABSTRACT Executive functions (EFs) play a crucial role in academic performance. In the present study, we aimed to improve EFs through a group-based cognitive training. Thirty-three typically developing children (age mean: 58.80 ± 7.04 months) were recruited in a random clinical trial design in two intervention (n = 18) and active control (n = 15) groups. Emoji selection, shifting attention, day/night Stroop, Corsi block tapping tasks, and behavioral rating inventory of executive function (BRIEF) were used for assessment in three baseline, post-intervention, and 3-month follow-up sessions. The intervention group received Class-based Cognitive Remediation (COREN) and the active control group participated in a storytelling class, both in 12 sessions. The result suggests improvement in sustained attention, cognitive flexibility, inhibitory control, and working memory in intervention group. The rating scales showed improvement in executive functioning in the intervention group based on parental rating. Group-based cognitive training is beneficial to improve EFs in kindergarten.","PeriodicalId":46739,"journal":{"name":"Journal of Research in Childhood Education","volume":"37 1","pages":"636 - 646"},"PeriodicalIF":1.5,"publicationDate":"2023-04-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44834164","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-07DOI: 10.1080/02568543.2023.2193258
{"title":"Using Wordless Picturebooks to Promote Bilingual Students’ Translanguaging Practices","authors":"","doi":"10.1080/02568543.2023.2193258","DOIUrl":"https://doi.org/10.1080/02568543.2023.2193258","url":null,"abstract":"","PeriodicalId":46739,"journal":{"name":"Journal of Research in Childhood Education","volume":"1 1","pages":""},"PeriodicalIF":1.5,"publicationDate":"2023-04-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41349978","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Child-Centered and Teacher-Directed Practices in Two Different Countries: A Descriptive Case Study in Finnish and Japanese Grade 1 Classrooms","authors":"Eija Pakarinen, Kyoko Imai-Matsumura, Akie Yada, Takumi Yada, Anne Leppänen, Marja‐Kristiina Lerkkanen","doi":"10.1080/02568543.2023.2188059","DOIUrl":"https://doi.org/10.1080/02568543.2023.2188059","url":null,"abstract":"","PeriodicalId":46739,"journal":{"name":"Journal of Research in Childhood Education","volume":" ","pages":""},"PeriodicalIF":1.5,"publicationDate":"2023-03-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46541368","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-03-20DOI: 10.1080/02568543.2023.2187489
Akiko Kaizu, M. Tamaki
{"title":"Predicting Reading Achievement Through Progress Monitoring in Elementary School","authors":"Akiko Kaizu, M. Tamaki","doi":"10.1080/02568543.2023.2187489","DOIUrl":"https://doi.org/10.1080/02568543.2023.2187489","url":null,"abstract":"","PeriodicalId":46739,"journal":{"name":"Journal of Research in Childhood Education","volume":" ","pages":""},"PeriodicalIF":1.5,"publicationDate":"2023-03-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43898046","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-03-20DOI: 10.1080/02568543.2023.2187488
T. Iacono, J. Spong, K. Bagley, Ana Garcia-Melgar, C. McKinstry, Nerida Hyett, M. Arthur-Kelly
{"title":"Reliability Testing of the Reasonable Adjustments for Inclusive Education Rating Scale","authors":"T. Iacono, J. Spong, K. Bagley, Ana Garcia-Melgar, C. McKinstry, Nerida Hyett, M. Arthur-Kelly","doi":"10.1080/02568543.2023.2187488","DOIUrl":"https://doi.org/10.1080/02568543.2023.2187488","url":null,"abstract":"","PeriodicalId":46739,"journal":{"name":"Journal of Research in Childhood Education","volume":" ","pages":""},"PeriodicalIF":1.5,"publicationDate":"2023-03-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42750154","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-03-15DOI: 10.1080/02568543.2023.2179289
Weipeng Yang, Lydiah Nganga
{"title":"Key Issues in the Field of Childhood Education","authors":"Weipeng Yang, Lydiah Nganga","doi":"10.1080/02568543.2023.2179289","DOIUrl":"https://doi.org/10.1080/02568543.2023.2179289","url":null,"abstract":"","PeriodicalId":46739,"journal":{"name":"Journal of Research in Childhood Education","volume":"37 1","pages":"175 - 176"},"PeriodicalIF":1.5,"publicationDate":"2023-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48756055","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-02-16DOI: 10.1080/02568543.2023.2168802
Jyotsna Pattnaik, N. Nath, Sangeeta Nath
ABSTRACT This qualitative study explored the perceptions of primary grade teachers in the Indian cities of Mumbai and Sambalpur about the barriers they faced in implementing remote instruction effectively during the pandemic. Interviews were conducted over Zoom and via phone. The findings highlighted two sources of barriers. The external barriers included lack of device availability and internet data issues, professional development issues and teachers’ own efforts, time commitment to prepare materials, and classroom management challenges. Teachers’ lack of positive beliefs about remote instruction surfaced as an internal barrier. The findings are consistent with studies conducted by researchers globally and bear implications for early childhood teachers, parents, programs, and policymakers. While research findings have exposed global unpreparedness to implement remote instruction effectively during the pandemic, these findings have also made the field aware of the need for harnessing the potential of technology in enhancing teaching and learning processes and outcomes. Future researchers may design mixed-method studies to identify the extent of children’s learning loss and evaluate the effectiveness of intervention programs offered by schools to help children achieve their current grade level competencies by the end of the academic year. Gathering teachers’ and parents’ voice is critical in this context.
{"title":"Indian Primary Grade Teachers’ Perceptions About Internal and External Barriers to Remote Instruction: A Phenomenological Inquiry","authors":"Jyotsna Pattnaik, N. Nath, Sangeeta Nath","doi":"10.1080/02568543.2023.2168802","DOIUrl":"https://doi.org/10.1080/02568543.2023.2168802","url":null,"abstract":"ABSTRACT This qualitative study explored the perceptions of primary grade teachers in the Indian cities of Mumbai and Sambalpur about the barriers they faced in implementing remote instruction effectively during the pandemic. Interviews were conducted over Zoom and via phone. The findings highlighted two sources of barriers. The external barriers included lack of device availability and internet data issues, professional development issues and teachers’ own efforts, time commitment to prepare materials, and classroom management challenges. Teachers’ lack of positive beliefs about remote instruction surfaced as an internal barrier. The findings are consistent with studies conducted by researchers globally and bear implications for early childhood teachers, parents, programs, and policymakers. While research findings have exposed global unpreparedness to implement remote instruction effectively during the pandemic, these findings have also made the field aware of the need for harnessing the potential of technology in enhancing teaching and learning processes and outcomes. Future researchers may design mixed-method studies to identify the extent of children’s learning loss and evaluate the effectiveness of intervention programs offered by schools to help children achieve their current grade level competencies by the end of the academic year. Gathering teachers’ and parents’ voice is critical in this context.","PeriodicalId":46739,"journal":{"name":"Journal of Research in Childhood Education","volume":"37 1","pages":"598 - 618"},"PeriodicalIF":1.5,"publicationDate":"2023-02-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42713855","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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