Papers by Deborah Rosenfeld
Connected science learning, Apr 1, 2020
Early Childhood Research Quarterly
Early Childhood Research Quarterly
Handbook of Research on Innovative Approaches to Early Childhood Development and School Readiness
This chapter examines how intentionally designed public media supports young children's learn... more This chapter examines how intentionally designed public media supports young children's learning across domains and settings. Incorporating robust learning goals and building on rich research into how best to support learning with media, public media represents a free and scalable means of ensuring that children of all backgrounds have access to quality educational materials delivered in an entertaining format. The authors discuss the importance of context, content, curation, and adult mediation in children's learning from digital media, and provide specific examples from decades of research on the effectiveness of public media in improving children's learning outcomes. The authors discuss how public media fits within screen time conversations and recommend further research in the specific contexts of public media usage to further develop resources with embedded supports tailored to the reality of public media use by families and within the community.
Getting Ready To Learn, 2018
The contents of this document were developed under a cooperative agreement from the U.S. Departme... more The contents of this document were developed under a cooperative agreement from the U.S. Department of Education (Award Number U295A1005). However, these contents do not necessarily represent the policy of the U.S. Department of Education and you should not assume endorsement by the Federal Government. iii Ready To Learn Summative Evaluation This report presents results from the Ready To Learn Prekindergarten Transmedia Mathematics Study, a principal part of the summative evaluation of Ready To Learn, which is a partnership between the US Department of Education, the Corporation for Public Broadcasting, and PBS. Researchers found that preschool children who experienced a PBS KIDS Transmedia Math Supplement developed essential early mathematics skills. The PBS KIDS Transmedia Math Supplement was centered around public media videos and digital games, played on a selected set of learning technologies (interactive whiteboards and laptop computers). The important skills measured-counting; subitizing; recognizing numerals; recognizing, composing, and representing shapes; and patterning-increased significantly for the study's four-and five-year-old children, who were from traditionally economically disadvantaged communities where children are often less prepared for kindergarten than are their more socially and economically advantaged peers. Also important, preschool teachers who enacted the PBS KIDS Transmedia Math Supplement reported significant changes in their confidence and comfort with early mathematics concepts and teaching with technology.
This paper describes a five-week study of 59 low-income preschool children's engagement with ... more This paper describes a five-week study of 59 low-income preschool children's engagement with a set of curated public media digital resources and their resulting math learning. Children learned to identify geometric shapes, and demonstrated significant improvements on a standard math measure. Parents reported positive impressions of the resources. The findings from this study were used to inform a large-scale home-based study in preschoolers' homes.
Education Sciences, 2022
Data collection and analysis (DCA) skills apply mathematical knowledge, such as counting, sorting... more Data collection and analysis (DCA) skills apply mathematical knowledge, such as counting, sorting, and classifying, to investigations of real-world questions. This pursuit lays the foundation for learners to develop flexible problem-solving skills with data. This pilot study tested a preschool intervention intended to support teachers in promoting young children’s DCA skills using a technology-integrated approach. A key component therein was a teacher-facing digital app that facilitated collaboration between preschool teachers and children to more easily collect data, create simple graphs, and use graphed data to engage in real-world questions and discussions. As part of a design-based research approach, this study tested the intervention’s developmental appropriateness and feasibility in four preschool classrooms (n = 5). Findings suggest that the intervention curriculum (i.e., investigations) and inclusion of the app supported teachers and children to answer data-focused questions...
Society for Research on Educational Effectiveness, 2013
Information on Who Conducted the Study Support Provided By The contents of this document were dev... more Information on Who Conducted the Study Support Provided By The contents of this document were developed under a cooperative agreement from the U.S. Department of Education (Award Number U295A1005). However, these contents do not necessarily represent the policy of the U.S. Department of Education and you should not assume endorsement by the Federal Government. iii Ready To Learn Summative Evaluation This report presents results from the Ready To Learn Prekindergarten Transmedia Mathematics Study, a principal part of the summative evaluation of Ready To Learn, which is a partnership between the US Department of Education, the Corporation for Public Broadcasting, and PBS. Researchers found that preschool children who experienced a PBS KIDS Transmedia Math Supplement developed essential early mathematics skills. The PBS KIDS Transmedia Math Supplement was centered around public media videos and digital games, played on a selected set of learning technologies (interactive whiteboards and laptop computers). The important skills measured-counting; subitizing; recognizing numerals; recognizing, composing, and representing shapes; and patterning-increased significantly for the study's four-and five-year-old children, who were from traditionally economically disadvantaged communities where children are often less prepared for kindergarten than are their more socially and economically advantaged peers. Also important, preschool teachers who enacted the PBS KIDS Transmedia Math Supplement reported significant changes in their confidence and comfort with early mathematics concepts and teaching with technology.
This study explores pre-service early childhood teachers’ efficacy for teaching mathematics. Thir... more This study explores pre-service early childhood teachers’ efficacy for teaching mathematics. Thirty-eight participants completed the short form of the Teacher Efficacy Scale and the Teacher Beliefs Scale before and after they conducted a clinical interview with a child around a mathematical topic. Results indicated a significant increase in Personal Teaching Efficacy as well as significant changes in beliefs about early childhood mathematics. Introduction “I’m not a math person,” is something heard too frequently in U.S. elementary classrooms. Perhaps most troubling is that this sentiment is often held not only by students, but also by their teachers. In fact, there is consistent evidence that most early childhood teachers have limited knowledge of mathematics and of the thinking strategies that children use to learn early childhood mathematics (Clements, Copple, & Hyson, 2002, cited in Tsamir & Tirosh, 2009). As these teachers are responsible for children’s first formal exposure to...
Journal of Digital Learning in Teacher Education
Early Childhood Research Quarterly
Journal of Mathematics Education at Teachers …, 2010
... University 25 Increasing Perceived Efficacy for Teaching Mathematics: An Exploratory Study De... more ... University 25 Increasing Perceived Efficacy for Teaching Mathematics: An Exploratory Study Deborah Rosenfeld, Teachers College, Columbia University 36 ... Study DeborahRosenfeld Teachers College, Columbia University This ...
This study aimed to increase efficacy for teaching mathematics in pre-service early childhood tea... more This study aimed to increase efficacy for teaching mathematics in pre-service early childhood teachers through the presentation of five video lessons on topics in early childhood mathematics. Each lesson entailed reading a short essay on a topic related to children's mathematical thinking and then watching a short video of a child engaged in a relevant task and a clinical interview with an adult. This study also examined pre-service teachers' knowledge of mathematical development (KMD) and intellectual modesty, or the awareness of the limits of one's knowledge, as possible mediators of change in efficacy. Results showed that the video lessons did significantly increase efficacy for teaching mathematics, but that KMD and intellectual modesty were not significant mediators of the change in efficacy. In effect, confidence appeared disconnected from competence. Follow-up analyses revealed the importance of rich mathematical content within the videos in producing increased confidence and competence.
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Papers by Deborah Rosenfeld