Pub Date : 2021-01-01DOI: 10.4018/978-1-7998-7375-4.ch011
B. Scullin
The purpose of this chapter is to provide teacher educators with considerations on how to incorporate diverse picture book read alouds into their own education courses in an effort to promote race talk with preservice teachers (PST). The chapter begins by explaining the need for children to talk about race and the resistance of many PST engaging in these important discussions. Next, an explanation is provided of why diverse picture book read alouds may be a catalyst for preservice teachers to engage in race talk. The chapter continues with a description of the developed Race Talk Read Aloud Curricular Framework which includes a Race Talk Text Set. Eight considerations explain how the curricular framework and text set were developed with the purpose of promoting race talk with PST as they read and discussed the history of racism in the US, how it applies to ourselves, and current literacy instruction in our nation's schools.
{"title":"Promoting Race Talk With Elementary Preservice Teachers Through Diverse Picture Book Read Alouds","authors":"B. Scullin","doi":"10.4018/978-1-7998-7375-4.ch011","DOIUrl":"https://doi.org/10.4018/978-1-7998-7375-4.ch011","url":null,"abstract":"The purpose of this chapter is to provide teacher educators with considerations on how to incorporate diverse picture book read alouds into their own education courses in an effort to promote race talk with preservice teachers (PST). The chapter begins by explaining the need for children to talk about race and the resistance of many PST engaging in these important discussions. Next, an explanation is provided of why diverse picture book read alouds may be a catalyst for preservice teachers to engage in race talk. The chapter continues with a description of the developed Race Talk Read Aloud Curricular Framework which includes a Race Talk Text Set. Eight considerations explain how the curricular framework and text set were developed with the purpose of promoting race talk with PST as they read and discussed the history of racism in the US, how it applies to ourselves, and current literacy instruction in our nation's schools.","PeriodicalId":7293,"journal":{"name":"Advances in Early Childhood and K-12 Education","volume":"49 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82243062","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 : 2021-01-01DOI: 10.4018/978-1-7998-4712-0.ch010
Chaehyun Lee
Given the issue of heritage language (HL) development or attrition among children of immigrants in the U.S., this study examines Korean emergent bilingual students' HL use and translanguaging practices in an HL classroom. To extend our understanding of immigrant families' vital roles in their children's establishment of bilingualism, the study further explores the role of immigrant Korean families' language practices and attitudes towards their children's bilingualism. The chapter addresses the following research question: What was the relationship between the parents' attitudes toward bilingualism and their children's language use and translanguaging performance in an HL classroom? The findings show the emergent bilingual students' classroom language use, including their translanguaging performance and the immigrant parents' views and practices towards their children's development of bilingualism. The findings indicate that there is a close relationship between parents' attitudes and practices at home and the children's language use and development both in Korean and English.
{"title":"Role of Immigrant Parents' Attitudes and Practices in Emergent Bilingual Students' Language Use and Translanguaging Performance","authors":"Chaehyun Lee","doi":"10.4018/978-1-7998-4712-0.ch010","DOIUrl":"https://doi.org/10.4018/978-1-7998-4712-0.ch010","url":null,"abstract":"Given the issue of heritage language (HL) development or attrition among children of immigrants in the U.S., this study examines Korean emergent bilingual students' HL use and translanguaging practices in an HL classroom. To extend our understanding of immigrant families' vital roles in their children's establishment of bilingualism, the study further explores the role of immigrant Korean families' language practices and attitudes towards their children's bilingualism. The chapter addresses the following research question: What was the relationship between the parents' attitudes toward bilingualism and their children's language use and translanguaging performance in an HL classroom? The findings show the emergent bilingual students' classroom language use, including their translanguaging performance and the immigrant parents' views and practices towards their children's development of bilingualism. The findings indicate that there is a close relationship between parents' attitudes and practices at home and the children's language use and development both in Korean and English.","PeriodicalId":7293,"journal":{"name":"Advances in Early Childhood and K-12 Education","volume":"23 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84570306","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 : 2021-01-01DOI: 10.4018/978-1-7998-3652-0.CH011
Evelyn Ezikwelu
Culture has been established as an integral part of the successful parental involvement of Black parents in K-12 public schools. This chapter explores the implications of institutional racism and classism against Black parents and how schools as social institutions perpetuate discrimination through the hidden curriculum, which often upholds the dominant culture's values, norms, and beliefs. This chapter also investigates how schools operate within the dominant ideology that upholds the White middle-class form of cultural capital as the standard form of capital, thereby devaluing the cultural skills that Black parents use to help children achieve academic success in school. In addition, the literature demonstrates that the unique forms of cultural capital Black parents draw from to help their children succeed in school challenge the dominant ideology that Black parents lack the required capital for school success and are not interested in their children's education.
{"title":"Race, Class, and Community Cultural Wealth","authors":"Evelyn Ezikwelu","doi":"10.4018/978-1-7998-3652-0.CH011","DOIUrl":"https://doi.org/10.4018/978-1-7998-3652-0.CH011","url":null,"abstract":"Culture has been established as an integral part of the successful parental involvement of Black parents in K-12 public schools. This chapter explores the implications of institutional racism and classism against Black parents and how schools as social institutions perpetuate discrimination through the hidden curriculum, which often upholds the dominant culture's values, norms, and beliefs. This chapter also investigates how schools operate within the dominant ideology that upholds the White middle-class form of cultural capital as the standard form of capital, thereby devaluing the cultural skills that Black parents use to help children achieve academic success in school. In addition, the literature demonstrates that the unique forms of cultural capital Black parents draw from to help their children succeed in school challenge the dominant ideology that Black parents lack the required capital for school success and are not interested in their children's education.","PeriodicalId":7293,"journal":{"name":"Advances in Early Childhood and K-12 Education","volume":"27 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86659388","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 : 2021-01-01DOI: 10.4018/978-1-7998-4102-9.ch003
Critical thinking, once promoted in classrooms only for gifted and talented students, is now found to be in the curriculum for every student. Why is this the case? We are experiencing a fast and complex shift in the global workforce where many routine and rote skills have been replaced with the need for analytical and communication skills. Today's worker not only has to problem solve on the job but must work collaboratively with others to get the job done efficiently. At the same time, this modern-day worker must learn how to adapt to a constant changing workforce. Therefore, it is important to prepare our students by teaching them how to critically think, a learning skill needed to adequately prepare our students for the 21st century, not just for their future workforce, but for their success in school and their personal, social, and emotional lives.
{"title":"Teaching Critical Thinking Skills to Foster Social-Emotional Learning","authors":"","doi":"10.4018/978-1-7998-4102-9.ch003","DOIUrl":"https://doi.org/10.4018/978-1-7998-4102-9.ch003","url":null,"abstract":"Critical thinking, once promoted in classrooms only for gifted and talented students, is now found to be in the curriculum for every student. Why is this the case? We are experiencing a fast and complex shift in the global workforce where many routine and rote skills have been replaced with the need for analytical and communication skills. Today's worker not only has to problem solve on the job but must work collaboratively with others to get the job done efficiently. At the same time, this modern-day worker must learn how to adapt to a constant changing workforce. Therefore, it is important to prepare our students by teaching them how to critically think, a learning skill needed to adequately prepare our students for the 21st century, not just for their future workforce, but for their success in school and their personal, social, and emotional lives.","PeriodicalId":7293,"journal":{"name":"Advances in Early Childhood and K-12 Education","volume":"61 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84206361","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 : 2021-01-01DOI: 10.4018/978-1-7998-4102-9.ch006
Human collaboration is a valued skill in the workforce and something that people and students perform now and in the past. However, collaboration is more complex than what most teachers think. Many teachers simply have students work together and call it collaboration. However, researchers find it hard to define collaboration and the culture that can influence this soft skill. With more knowledge, a teacher who plans and organizes students into collaborative activities will find their efforts worthwhile and more effective. Teachers can use collaboration as a process, product, or both in tandem. Other teachers may find collaboration overwhelming without the use of some structured activities and formats. Children's books can be an excellent way to initiate collaboration. Formative feedback process keeps collaboration on track and is an excellent way to evaluate the effectiveness.
{"title":"Teaching Collaboration Skills to Foster Social-Emotional Learning","authors":"","doi":"10.4018/978-1-7998-4102-9.ch006","DOIUrl":"https://doi.org/10.4018/978-1-7998-4102-9.ch006","url":null,"abstract":"Human collaboration is a valued skill in the workforce and something that people and students perform now and in the past. However, collaboration is more complex than what most teachers think. Many teachers simply have students work together and call it collaboration. However, researchers find it hard to define collaboration and the culture that can influence this soft skill. With more knowledge, a teacher who plans and organizes students into collaborative activities will find their efforts worthwhile and more effective. Teachers can use collaboration as a process, product, or both in tandem. Other teachers may find collaboration overwhelming without the use of some structured activities and formats. Children's books can be an excellent way to initiate collaboration. Formative feedback process keeps collaboration on track and is an excellent way to evaluate the effectiveness.","PeriodicalId":7293,"journal":{"name":"Advances in Early Childhood and K-12 Education","volume":"58 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81279080","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 : 2021-01-01DOI: 10.4018/978-1-7998-4102-9.ch005
Communication is an essential 21st century learning skill and is ranked high among a job candidate's “must have” skills and qualities. In the global workplace, communication is a key element in effective collaboration and teamwork. Employers are seeking candidates who are adept in various forms of communication and show signs of empathy to others by the manner they listen and respond. Communication skills are in alignment with social-emotional learning. Through effective communication, young people can build positive relationships with others to collaborate, and they learn to be self and socially aware through effective listening and mutual perspective taking. Educators must begin to think about the real-world challenges of communication skills and how to incorporate practical strategies that address these skills in their daily lessons to optimize student success in their daily and academic lives as well as their future lives in the workplace.
{"title":"Teaching Communication Skills to Foster Social-Emotional Learning","authors":"","doi":"10.4018/978-1-7998-4102-9.ch005","DOIUrl":"https://doi.org/10.4018/978-1-7998-4102-9.ch005","url":null,"abstract":"Communication is an essential 21st century learning skill and is ranked high among a job candidate's “must have” skills and qualities. In the global workplace, communication is a key element in effective collaboration and teamwork. Employers are seeking candidates who are adept in various forms of communication and show signs of empathy to others by the manner they listen and respond. Communication skills are in alignment with social-emotional learning. Through effective communication, young people can build positive relationships with others to collaborate, and they learn to be self and socially aware through effective listening and mutual perspective taking. Educators must begin to think about the real-world challenges of communication skills and how to incorporate practical strategies that address these skills in their daily lessons to optimize student success in their daily and academic lives as well as their future lives in the workplace.","PeriodicalId":7293,"journal":{"name":"Advances in Early Childhood and K-12 Education","volume":"13 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76804363","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 : 2021-01-01DOI: 10.4018/978-1-7998-4102-9.ch004
Creativity is needed now to solve problems, develop products, and become better thinkers. The COVID-19 pandemic of 2020 caused people to think differently in every aspect of our society. We now need to help students learn how to think more creatively, how to collaborate with others, and how to implement innovations. However, many students face challenges that affect their social and emotional learning, thus negatively impacting their creativity. Teachers can employ different strategies and skills that can break through these barriers and develop a systems approach that can produce student creative success. There are many technical and non-technical skills and strategies for creative thinking, collaboration, and innovation implementation that teachers can use. If used jointly, these skills and strategies will generate a management systems approach to creativity.
{"title":"Teaching Creativity Skills to Foster Social-Emotional Learning","authors":"","doi":"10.4018/978-1-7998-4102-9.ch004","DOIUrl":"https://doi.org/10.4018/978-1-7998-4102-9.ch004","url":null,"abstract":"Creativity is needed now to solve problems, develop products, and become better thinkers. The COVID-19 pandemic of 2020 caused people to think differently in every aspect of our society. We now need to help students learn how to think more creatively, how to collaborate with others, and how to implement innovations. However, many students face challenges that affect their social and emotional learning, thus negatively impacting their creativity. Teachers can employ different strategies and skills that can break through these barriers and develop a systems approach that can produce student creative success. There are many technical and non-technical skills and strategies for creative thinking, collaboration, and innovation implementation that teachers can use. If used jointly, these skills and strategies will generate a management systems approach to creativity.","PeriodicalId":7293,"journal":{"name":"Advances in Early Childhood and K-12 Education","volume":"5 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87386039","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 : 2021-01-01DOI: 10.4018/978-1-7998-7375-4.ch003
Jillian Davis, N. Pearce
This chapter describes the development of an undergraduate course focused on exploring children's literature using a critical lens. Descriptions of course assignments and activities are provided to illustrate how pre-service teachers engaged in learning how to identify and evaluate diverse books. Additionally, reflections provide insights into the lived experiences of the students enrolled in the class and the faculty member who created the course. The course framework emphasizes the importance of providing culturally relevant texts that reflect the cultures and identities of readers ages 3-12. This framework aligns with the seminal work of Bishop's “Windows, Mirrors, and Sliding Glass Doors” that described the importance of children accessing books that are windows into other experiences, books that mirror their own lived experiences, and sliding glass doors that children can walk into the other world created by the author.
{"title":"Developing a Children's Literature Course to Facilitate Pre-Service Teachers' Understanding of Culturally Relevant Texts","authors":"Jillian Davis, N. Pearce","doi":"10.4018/978-1-7998-7375-4.ch003","DOIUrl":"https://doi.org/10.4018/978-1-7998-7375-4.ch003","url":null,"abstract":"This chapter describes the development of an undergraduate course focused on exploring children's literature using a critical lens. Descriptions of course assignments and activities are provided to illustrate how pre-service teachers engaged in learning how to identify and evaluate diverse books. Additionally, reflections provide insights into the lived experiences of the students enrolled in the class and the faculty member who created the course. The course framework emphasizes the importance of providing culturally relevant texts that reflect the cultures and identities of readers ages 3-12. This framework aligns with the seminal work of Bishop's “Windows, Mirrors, and Sliding Glass Doors” that described the importance of children accessing books that are windows into other experiences, books that mirror their own lived experiences, and sliding glass doors that children can walk into the other world created by the author.","PeriodicalId":7293,"journal":{"name":"Advances in Early Childhood and K-12 Education","volume":"17 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82517024","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 : 2021-01-01DOI: 10.4018/978-1-7998-7630-4.CH017
Shailaja Pokhriyal
The chapter introduces attention deficit hyperactivity disorder (ADHD) and provides an insight into the condition, its causes, treatment, and rehabilitation. The chapter aims to briefly cover the major aspects of the condition. It touches on the role of assessment tools and protocols followed to diagnose and treat ADHD. The content will cover causes of ADHD, reported from research done so far, and changes in the displayed symptoms as a child grows into an adult. Additionally, comorbid conditions which occur along with ADHD are introduced, including the variations among children and adults. Finally, the role of technology in treatments, assessments, and as a support system are presented. The chapter is not an exhaustive guide but a primer to the condition.
{"title":"Attention Deficit Hyperactivity Disorder (ADHD)","authors":"Shailaja Pokhriyal","doi":"10.4018/978-1-7998-7630-4.CH017","DOIUrl":"https://doi.org/10.4018/978-1-7998-7630-4.CH017","url":null,"abstract":"The chapter introduces attention deficit hyperactivity disorder (ADHD) and provides an insight into the condition, its causes, treatment, and rehabilitation. The chapter aims to briefly cover the major aspects of the condition. It touches on the role of assessment tools and protocols followed to diagnose and treat ADHD. The content will cover causes of ADHD, reported from research done so far, and changes in the displayed symptoms as a child grows into an adult. Additionally, comorbid conditions which occur along with ADHD are introduced, including the variations among children and adults. Finally, the role of technology in treatments, assessments, and as a support system are presented. The chapter is not an exhaustive guide but a primer to the condition.","PeriodicalId":7293,"journal":{"name":"Advances in Early Childhood and K-12 Education","volume":"115 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90989356","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 : 2021-01-01DOI: 10.4018/978-1-7998-7375-4.ch016
Donna Fortune, P. Horst, Meghan A. Kessler, M. Tackett, Lisa K. Pennington
Preservice teachers in educator preparation programs (EPPs) are rarely cognizant of programmatic structures outside their own EPP. This lack of awareness isolates preservice teachers within their own programs and university cultures. As teacher educators, the authors wondered: How might interacting with peers in other EPPs bolster our preservice teachers' disciplinary literacies, praxis, and cultural competency? How might cross-institutional virtual interaction expand preservice teachers' pre-professional networking opportunities? Virtual book clubs offer a structured way for preservice teachers to experience peer interaction across institutions and cultural contexts. These book clubs provide opportunities for preservice teachers to explore a diverse array of cultural, societal, and professional perspectives as they prepare to enter teaching as young professionals.
{"title":"Using Virtual Book Clubs to Elevate Discussion and Diverse Voices","authors":"Donna Fortune, P. Horst, Meghan A. Kessler, M. Tackett, Lisa K. Pennington","doi":"10.4018/978-1-7998-7375-4.ch016","DOIUrl":"https://doi.org/10.4018/978-1-7998-7375-4.ch016","url":null,"abstract":"Preservice teachers in educator preparation programs (EPPs) are rarely cognizant of programmatic structures outside their own EPP. This lack of awareness isolates preservice teachers within their own programs and university cultures. As teacher educators, the authors wondered: How might interacting with peers in other EPPs bolster our preservice teachers' disciplinary literacies, praxis, and cultural competency? How might cross-institutional virtual interaction expand preservice teachers' pre-professional networking opportunities? Virtual book clubs offer a structured way for preservice teachers to experience peer interaction across institutions and cultural contexts. These book clubs provide opportunities for preservice teachers to explore a diverse array of cultural, societal, and professional perspectives as they prepare to enter teaching as young professionals.","PeriodicalId":7293,"journal":{"name":"Advances in Early Childhood and K-12 Education","volume":"16 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90653228","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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