Early Childhood and Childhood Education

Despite what are often the best efforts of teacher education programs to prepare teacher candidates for progressive education practices that involve complex teaching, student performance that reveals complex learning and thinking is often missing. It is well documented that teacher education programs have not adequately prepared teacher candidates with the knowledge and skills required for students to show complex learning (Darling-Hammond

While the No Child Left Behind Act of 2001 dismisses the role of pedagogy in teacher education, teacher educators themselves see the need for a deeper pedagogy that includes the teaching of thinking and social emotional processes missing in traditional teacher preparation programs. This article outlines criticisms of teacher education found in NCLB and in Meeting the Highly Qualified Teachers Challenge as well as criticisms made by teacher educators and researchers. The author presents a new pedagogical model, TIEL (Teaching for Intellectual and Emotional Learning) that strengthens the preparation of teachers and outlines four principles that a new pedagogy must address. These principles include (a) connections across multiple levels, (b) communication about thinking and social emotional processes, (c) integration and balance in curriculum design, and (d) valuing the experience of both the learner and the teacher. Applications of the TIEL framework to teacher education and K-12 educ...

While educators in gifted education and general education appear to share many similar goals, a large gap exists in the implementation of complex educational practices that meet the needs of gifted students in general education classrooms or the goals of educational reform. This paper presents a theoretical framework, Teaching for Intellectual and Emotional Learning (TIEL), that connects intellectual and social-emotional elements from the conceptual foundations of both gifted and general education and scaffolds the learning of complex teaching practices. The paper includes historical contexts of both fields; a review of literature that indicates the need for a unifying framework in general teacher education; a description of the theoretical foundations of the TIEL model; and examples of classroom implementation. The skyline of St. Louis is punctuated by a gleaming stainless steel arch. The arch, constructed in two separate pieces that meet seamlessly at the top, serves as a reminder...

The role of teacher educators is to develop the capacity in pre-service teachers for complex teaching that will prepare them to create and teach in "learning communities [that are] humane, intellectually challenging, and pluralistic" (Darling-Hammond, 1997, p. 33). To establish and maintain such learning communities, however, requires knowledge of intellectual and social-emotional processes that are not explicitly taught in teacher preparation programs (

The role of teacher educators is to develop the capacity in pre-service teachers for complex teaching that will prepare them to create and teach in "learning communities [that are] humane, intellectually challenging, and pluralistic" (Darling-Hammond, 1997, p. 33). To establish and maintain such learning communities, however, requires knowledge of intellectual and social-emotional processes that are not explicitly taught in teacher preparation programs (

Despite what are often the best efforts of teacher education programs to prepare teacher candidates for progressive education practices that involve complex teaching, student performance that reveals complex learning and thinking is often missing. It is well documented that teacher education programs have not adequately prepared teacher candidates with the knowledge and skills required for students to show complex learning (

Attitude is the gifted student’s visible manifestation of inner adaptation to the environment. While there is much research describing factors that can lead to gifted students’ negative attitudes towards school there is also a great deal of evidence that many gifted students are well adjusted and, therefore, quite likely to demonstrate positive attitudes towards school. Lewis Terman, in his 1925 classic longitudinal study of gifted individuals, found that 60-80% of his research subjects had qualities of humor, truthfulness, conscientiousness, and leadership. Furthermore, these characteristics carried over into adulthood. In a review of research in gifted education that spans 70 years, Linda Silverman found that in addition to positive characteristics similar to Terman’s findings, as a group, gifted children show diminished tendencies to boast, to engage in delinquent activity, to aggress, withdraw, or be domineering. In research with gifted students in rural areas and small towns, V...

Emergent bilinguals’ engagement and participation with learning is closely connected to the identities they are able to construct in this learning. In this paper, I present a model for understanding how young emergent bilinguals begin to construct identities with language and learning across school- based activities. Drawing upon Holland, Lachiotte, Skinner & Cain’s (1998) framework of how identities are shaped across figured worlds, and Nasir & Hand’s (2006, 2008) notion of practice-linked identities in school-based contexts, the model identifies the ways in which three components—con- text, subject positioning, and agency—play a critical role in how emergent bilinguals in a Spanish-English dual language, elementary school program begin to construct identities with learning and language. In juxtaposing the experiences of two emergent bilinguals, data highlights how these students used language in novel ways to assert a level of agency to become active participants in school-based activities.

Drawing upon sociocultural theories of learning and social constructivist theories of identity development, this article defines learning and identity as outcomes of participation in order to investigate how an emergent bilingual in elementary school, Roselyn, has opportunities to participate in school-based activities and how these structured shifts in her learning and identity. Drawing upon a unique data set that aligned 18 months of student interviews with student observations, findings indicate how Roselyn’s shifts in participation lend insight to how she was able to construct identities of herself as a learner in general, and more specifically as a Latina language learner.

To investigate how competent preservice candidates were prepared to teach English learners (ELs), a case study was conducted to examine 30 candidates use of effective practices for ELs during preservice preparation and the first years of teaching. Data included: (1) preservice assignments related to planning and teaching; (2) student teaching supervisors’ records; (3) observations during the first two years of teaching; and (4) English language proficiency results from the first year of teaching in grades 3 and above. Results indicate that some practices which participants were exposed to in their preservice preparation were found with greater frequency than others when comparing preservice artifacts and observations with the first years of teaching. Contextual factors including certification choice, grade level, and content area correlated with the use of some practices. Findings are discussed in relation to existing research on preparing candidates to meet the academic and linguistic needs of ELs.

Identities are dynamic, constantly shifting processes of self-understand- ing mediated by local and institutional repertoires, behaviors, resources and enacted through one’s positioning in practice. This definition con- siders identities as both ideas, as well as actions in terms of how the learner becomes a participant in activities. A tension in studying identi- ties is that the researcher must collect data that encompasses both observable actions and how the learner reflects on these actions. Drawing upon positioning theory, this paper presents a methodological approach to study this tension. More specifically, data from a study of emergent bilinguals in elementary school is used to understand how learners’ identities are shaped during the nascent years of school.

In this chapter the author presents the experiences of two English learners - Maria and Isabella - to illustrate how students in elementary school cope with the social and emotional stress of learning English. The author draws upon theories of identity development to reveal how these two learners initially developed distance with their home language of Spanish; however, over time, findings highlight how friendships became a resources for the girls to redefine their identities with language.

Scholarship in language education has produced a specialized knowledge base for
educating multilingual learners (MLs) that encompasses what teachers should know,
i.e., the knowledge of learning a new language, and what teachers should be able to do
with this knowledge in the classroom, i.e., effective pedagogical practices. In this article
we argue that it is important to identify pedagogy that has been proven to be effective in
educating MLs and explore ways to engage preservice and practicing teachers in using it
in the classroom. We present examples of two specific core-teaching practices derived
from research in language education and explore what they look like in the enacted
practice of an individual during her preservice preparation and first four years of
teaching. Findings from this longitudinal case study investigation illustrate how
personal and teaching contexts inform instruction over time and can have implications
for how teachers are prepared to work with MLs.

This study was conducted to examine the effectiveness of gameplay activities using a structured social skills program to increase both eye contact responses and the number of verbal responses during peer relationships for students with comorbid disabilities in a clinical setting. This SEL intervention was modified for children with comorbid autism spectrum disorder (ASD) and emotional and behavioral disorder (EBD). A single-subject, multiple-baseline, acrossparticipants design was used. Participants included adolescents (n = 6) with comorbid disabilities, predominantly ASD and EBD, their board-certified behavior analysts (BCBA), and six behavior technicians. The researcher established and maintained face-to-face reciprocal peer social engagements (communication) and direct eye gaze (contact) with participants in dyad groups. Each session included a 60-minute video of peer social interactions. Direct observations, differential reinforcement of other behaviors (DRO), and pre-and post-Social Skills Improvement System-Rating Scales (SSIS-RS) were examined. Evidence of SEL intervention effectiveness was measured by percentage of nonoverlapping data points (PND). Social validity was measured using the multiple-rater SSIS-RS and intervention fidelity checklists evaluating the Sanford Harmony intervention. Results from data and visual analysis revealed all participants significantly increased their direct eye contact, verbal reciprocity, and social engagements after implementing the Harmony program. In addition, a PND value of 100% was calculated for each dependent variable indicating the Harmony program was a highly effective intervention increasing eye contact, verbal reciprocity, and social engagements for students with EBD and comorbid disabilities. iv To my mother, Ruth Wills; my husband, Briven Jackson; and our two children, Christina and Elijah. v ACKNOWLEDGMENTS After an intensive journey of three years, today is the day: writing this note of thanks is the finishing touch on my dissertation. It has been a period of intense learning for me, not only in the research area, but also on a personal level. Writing this dissertation has had a huge impact on my life. I would like to reflect on the people who have supported and helped me so much throughout this journey. First and foremost, I would like to thank my Lord and Savior, Jesus Christ for giving me the strength, courage, and knowledge to undertake this resesarch project and to persevere and complete it with honor and distinction. I would like to thank my dissertation committee. My advisor, Dr. Lisa Dieker, you supported me greatly throughout my journey and were always willing to help me through each and every obstacle I encountered. I would particularly like to single out my dissertation chair, Dr. Rebecca Hines. I want to thank you for your excellent collaboration and for all of the opportunities I was given to conduct my research and to further my reserarch commitment with the Sanford Harmony Program in New York. In addition, I would like to express my gratitude to Dr. Martha Lue Stewart, for your valuable inspiration and Dr. Ilene Wilkins for your insightful guidance. You all definitely provided me with the tools that I needed to choose the right direction to successfully complete my dissertation. My acknowledgement would be incomplete without thanking the biggest source of my strength, my family. The blessings of my late grandparents Elder Hardy Ford and Mother Sallie Ford, Elder Fred Douglas Wills, my father Clarence Douglas Wills, and a host of other late vi aunts, uncles, and cousins. You all have made a tremendous contribution in helping me reach this stage in my life. Last and certainly not least, I give all thanks to my immediate family. To my paternal, 91-year-old grandmother, Opal Wills, you have been a pillar in my faith. Thank you for shining God's light on my life; to my oldest sister, Cheryl, you were the roadmap to my success, you showed me the way; and to my middle sister, Crystal, your unselfish love and support got me here. To my oldest brother, Clarence, your unique abilities inspired me to go on this journey; and to my twin brother, Cleavon, everything we do, we do together; so cheers my twin-your dissertation is next. Finally, I dedicate this dissertation and my three-year doctoral career to four of the most important people on this earth to me. .. my mother Ruth Wills; my children Christina and Elijah; and most prominently my cherished husband Briven Jackson. Mommy, you've believed in me at times when I didn't believe in myself; you kept the faith as I ran this race. Christina and Elijah, you two are my pride and joy; this Ph.D. is for you and my future grandchildren. And Briven, WOW!!! You are my knight in shining armor!!! Through the storm, sunshine, and the rain we never let go of each other's hands. When God put us together 24 years ago, he did a GREAT thing. If I could, I would have your name engraved on my Ph.D. diploma, right next to mine. So, I knight you my darling husband, Dr. Briven Daniel Jackson; because you went through this journey right along with me, day-by-day.

The purpose of this paper is twofold. First, to review relevant literature forming the foundation of the field of emotional and behavioral disorders. This historical methodology focuses on examining research from the 1700s to 2017, starting with the history of emotional disorders, the Freudian theory, the federal special education laws that emerged throughout history, and lastly tracing its evolution within the scholarship of special education. Second, is to place this research in a historical context to show familiarity with meaningful inclusive education practices and to identify the likely directions for future research. Research inclusion criteria were primary and secondary sources of authored books, published articles, and research reports issued from the 1700s to 2017.