Middle Childhood Education Research Articles

Comparative Analysis of the Knowledge, Attitude, and Practice of First to Third Grade Teachers of Private and Public Schools Toward Free Play

With limited studies that focus on middle childhood education and free play, this study aimed to determine the knowledge, attitude, and practices (KAP) related to free play of 120 early grade schoolteachers in private and public schools of Los Baños, Laguna, Philippines. The data were gathered via self-administered questionnaire. The study used descriptive and statistical means to analyze data. Findings show that teachers have knowledge on free play; however, there were negative attitudes toward play, and play was not practiced. Thus, teachers and education administrators are recommended to make adjustments for teachers’ pedagogical advancement on play in middle childhood.

DİL, DÜŞ, DÜŞÜNCE GELİŞİMİNDE ÇİZGİ KİTAP VE ÇOCUK

Today's reality has changed the sources of information to a considerable extent. However, this information weakens the nature of knowledge and depth of understanding, and its complexity. The superficial, yet highly attractive, rich sources of information are shared throughout the globe at the same time, with surprising speed and scale of influence that has influenced the networking effect throughout the day. This influential progress has led to the development of children's language, dreams, thinking, and even negative influence on them. It is a world reality that children, especially children and early childhood, do not use functional, syntactic and productive information, except in a limited number of academic circles functionally using rich Internet-based communication, pacification, and reporting. But our children in international competitions in Turkey, corresponding to middle childhood education process, failures in the area of reading comprehension and concrete in front of us as a dangerous gerçeçlik. The problem is information, reading of meaningful texts is not solved. The reality that leads to this is that there is no continuous, regular, willing, determined, relevant reading habit. This includes informative and artistic texts. In other words, our children are insufficiently understood in the analysis of texts loaded with information embedded in words. Because they do not like to read; they are turning to the internet environment of the new world, which is almost five senses. This reality of the new world that touches five senses is irrefutable and can not be prevented. However, along with this, we have to make reading as attractive as these effective tools of the new world. In this study, based on the language fuels the rationale and reality, the phenomenon of child and reading in Turkey, linguistic, intellectual, have been addressed to the imaginary reality. Then, with the proposal of the line book, which is supposed to contribute to overcoming the problem of not reading and reading habits, it is not only the novel, but also the texts of physics, chemistry, biology, philosophy, science are to be handed over to children, discussed, discussed and suggested.

Lumbermen, Log Rafts, and Sawmills: The Lumber and Timber Industry in Southern West Virginia

Book Review| October 01 2017 Lumbermen, Log Rafts, and Sawmills: The Lumber and Timber Industry in Southern West Virginia Lumbermen, Log Rafts, and Sawmills: The Lumber and Timber Industry in Southern West Virginia, Jack L. Dickinson and Kay Stamper Dickinson, Self-published, 2016; 312 pp. Jacqueline Yahn Jacqueline Yahn Jacqueline Yahn is Middle Childhood Education Program Coordinator on Ohio University’s Eastern Campus. Her research often focuses on the influence that resource extraction has on rural schools and communities. Search for other works by this author on: This Site Google Journal of Appalachian Studies (2017) 23 (2): 260–262. https://doi.org/10.5406/jappastud.23.2.0260 Cite Icon Cite Share Icon Share Facebook Twitter LinkedIn MailTo Permissions Search Site Citation Jacqueline Yahn; Lumbermen, Log Rafts, and Sawmills: The Lumber and Timber Industry in Southern West Virginia. Journal of Appalachian Studies 1 January 2017; 23 (2): 260–262. doi: https://doi.org/10.5406/jappastud.23.2.0260 Download citation file: Zotero Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu toolbar search search input Search input auto suggest filter your search All Scholarly Publishing CollectiveUniversity of Illinois PressJournal of Appalachian Studies Search Advanced Search The text of this article is only available as a PDF. Copyright 2017 by the Board of Trustees of the University of Illinois2017 Article PDF first page preview Close Modal You do not currently have access to this content.

Melarete and peech: preface to an international philosophy with children collaboration

In this paper we discuss two research programs – MELARETE (Verona, Italy) and Philosophical Ethics in Early Childhood (PEECh) (State College, Pennsylvania, USA) – and an emerging international research collaboration based on the benefits of practicing philosophy for meaning in early and middle childhood education. We argue for the good of philosophical thinking and its benefits to young students, with a particular focus on ethical development and meaning. We contend that through philosophical pedagogy we can make learning, meaning, vital to students. This is particularly relevant when dealing with questions of ethics and virtue, questions that are close to the lives of children from their earliest years. By discussing these questions and advancing philosophical ethics and virtue programs philosophers can play a central role in the development of responsible and ethical persons in the world. In order to do this, we contend, it is important that philosophy be introduced to children from a young age, in the early stages of schooling. Following a discussion of our respective research and education programs in Italy and USA, we discuss our current and ongoing plans for an international research collaboration on ethics and philosophy with children.

Modeling Collaboration for Middle-Level Teacher Candidates Through Co-Teaching

The purpose of this analysis was to determine if the implementation of co-teaching was an effective instructional practice for graduate-level teacher candidates (hence forth referred to as candidates) in a Middle Childhood Education cohort. The goals were to determine (1) if co-teaching promoted candidate learning and (2) if co-teaching provided effective modeling for the candidates so they would be able to utilize it in their own future classrooms. Both quantitative and qualitative data were analyzed from course evaluations and pre- and post-surveys. Results indicated that candidates' educational experiences were enhanced as a result of the co-teaching experience, particularly with the use of team teaching, parallel teaching, and station teaching strategies. Additionally, evidence suggests that the use of co-teaching provided effective modeling for the candidates.

A Pen Pal Project Connects Preservice Teachers and Urban Youth

Preservice teachers experience the rewards of working with urban youth through a pen pal project.I shuffled through the papers on my desk again. Surely, 13 of my 15 preservice teachers had not written that they would not consider an urban teaching position? My path was clear. I had six months to help my students see the joys and rewards of urban teaching. A project began to form in my head.I shared this experience at a faculty meeting of middle childhood education professors. As an assistant professor of teaching, learning, and curriculum studies at a Midwestern university, it is my job to help students see the benefits of teaching in all types of schools. Apparently, our most recent urban field experience had not been a success. Our students witnessed apathy on the part of the teachers and students in the school. They saw teachers on cell phones to spouses and friends while students were in the rooms. Worst of all, they saw hopelessness. They compared this experience to their other field experiences in suburban and rural areas, and the contrast was great. I wanted to develop a positive urban experience for my students, so I contacted a former colleague of mine who was an exemplary teacher in an urban school district and together we crafted a plan. In this article, we describe a pen pal project we created to provide preservice teachers positive experiences in urban settings, and we offer suggestions for carrying out a similar project with your own preservice teachers or middle level students.Pen pals in preservice teacher preparationPen pals have been used to foster preservice teacher learning in a variety of ways (Marshall & Davis, 1999; McMillon, 2009; Moore & Ritter, 2008; Rankin, 1992). Rankin identified ways that both parties-the preservice teachers and the students-can grow through the practice of writing letters. In her preservice, special education course, the preservice teachers focused on observing the development of writing skills of their special needs pen pals. They were made aware of the cooperating teacher's instructional strategies and looked for manifestations of these strategies in their pen pals' writing. The cooperating teacher, meanwhile, found a key benefit in the unseen audience that the preservice teacher pen pals created. Her students strived to write in increasingly sophisticated ways to impress their pen pals, giving them an authentic reason to develop as writers.Moore and Ritter (2008) focused on the benefits to the preservice teacher, having them analyze letters across space (Montana to Kansas) and age group (university to 8-year-olds). Similar to the current study, Moore and Ritter wished to expose their mostly white, suburban, female preservice teacher population to a diverse population of students. Their letters provided a safe place for both populations to learn about one another. Preservice teachers learned to move beyond cultural identity and respect each individual child.Pen pals in young adolescent educationPen pals have also been used to explore friendship, culture, and reading and writing practices with children and adolescents (Barksdale, Watson, & Park, 2007; Shulman & Sieffge-Krenke, 1994; Teale & Gambrell, 2007; Ziolkowska, 2010). Benefits have included deep self-reflection, awareness of the world around them, and stimulation to learn more about new topics (Barksdale, et al.; Shulman & Sieffge-Krenke).Teale and Gambrell (2007) and Ziolkowska (2010) specifically addressed how pen pal letters between adults and upper elementary students allowed for the students to engage in authentic literacy practices. Children participated in traditional learning activities, like genre study, and then would read and discuss a book with an adult member of the community (Teale & Gambrell), or they would simply hold literature discussion via letter with a university student (Ziolkowska). Children were able to take what they had been taught in class about the content of their shared book experience and write about it for authentic reasons as they discussed the book with someone. …

Integrated Lecture and Laboratory Chemistry Components of Science Education Program for Early and Middle Childhood Education Majors

Two new chemistry courses were developed for early childhood and middle childhood education majors. The results of a pre- and posttest in the courses indicate success in developing student content knowledge and ability to problem solve. In addition these courses are designed to develop preservice teachers' understanding of the National Science Education Standards and foster support for implementing these standards in their classrooms. These courses provide materials, resources, and guidance in implementing the standards in their future teaching careers.

Linking Middle Childhood Teacher Candidates to the Authentic Use of Technology in the Classroom

Kent State University’s Middle Childhood Education program included WebQuests in the curriculum as a means to integrate technology into a field-based teacher education program. This article includes the perspectives of teacher educators, mentors, teacher candidates, and early adolescent learners with respect to WebQuests. These perspectives indicate that WebQuests overcome some of the typical barriers to including technology education in field experiences; that through the support of colleagues and others, teacher candidates become more confident and proficient in the use of technology; that the professional development of mentors is enhanced; and that early adolescent learners become fully engaged in learning meaningful content.

A Collaborative and Developmental Approach to Student Teaching in the Middle Level

Click to increase image sizeClick to decrease image size Additional informationNotes on contributorsJoanne M. ArharJoanne M. Arhar is an Associate Professor and Coordinator of the Middle Childhood Education Program at Kent State University, Kent, Ohio. E-mail: jarhar@kent.eduDebbie WalkerDebbie Walker is a teacher at Stanton Middle School, Kent, Ohio.

Reform Efforts in Florida's Middle Level Schools: Shifting from Mandate to Accountability Through Deregulation

AbstractOver the past two decades, Florida has made various statewide attempts to implement the middle school concept. In the early 1970s, some school districts began reorganizing its schools. The PRIME (Progress in Middle Childhood Education) was passed in 1984 and funded in 1985. This legislation mandated some programs and practices normally associated with the middle school concept and encouraged others through special funds. In 1991, PRIME legislation was placed in abeyance and Accountability/Blueprint 2000 legislation now stipulates site-based management and accountability. This evolutionary cycle of middle school programs and policies is the basis of this research project.Data documenting the impact of PRIME legislation during the years 1984–1989 served as a beginning point to this study. The four research questions that guided this study focused on the overall impact of PRIME legislation and categoricalfunding on middle level schools in Florida, the conditions of implementation that lead to institu...

Reading & Writing & Learning: Skill Flexibility for Middle School

Click to increase image sizeClick to decrease image size Additional informationNotes on contributorsMark W. F. CondonDr. Mark Condon is an Associate Professor in Early and Middle Childhood Education at the University of Louisville.Ric A. HovdaDr. Ric Hovda is an Associate Professor in the same department at the University of Louisville.

Improved Language Integrated Language Arts Abilities through and Social Studies Activities

Click to increase image sizeClick to decrease image size Additional informationNotes on contributorsDuane R. ToveyDr. Duane Tovey is an Associate Professor of Early and Middle Childhood Education at the Ohio State University campus in Mansfield.

Teacher informed response to reader miscue

Jerome B. Zutell, Jr. Faculty of Early and Middle Childhood Education College of Education The Ohio State University IXRespond to what the child is trying to do. Having presented and decried 'conventional wisdom' in reading instruction in the form of his Twelve Easy Ways to Make Learning to Read Difficult, Smith (1973, p. 195) offers this dictum as the one difficult way to make learning to read easy. Smith urges the teacher to focus attention on the learner rather than on methods and materials, which for so long have dominated American reading instruction, and which so often seem to interfer with, rather than facilitate, a positive and informed interaction between teacher and learner during the reading act. But although Smith's point is well taken, his one difficult rule often leaves teachers frustrated and confused (even after reading Psycholinquistics and Reading). What should I look for? How can I find it? How should I respond if not in the manner prescribed by my teacher's manual? These questions raised by teachers are also points well taken. Responding is neither easy or simple. It requires 1) an understanding of the reading process as it is practiced by the fluent reader, 2) the knowledge and ability to recognize and distinguish between those aspects of the child's reading performance that mark developmental progress toward fluent reading and those that may be interfering with learning to read, and 3) the ability to decide what teacher behaviors will provide the necessary feedback to enable the learner to redirect and reshape reading strategies so that they more closely approximate those necessary for fluent reading. Responding requires no less than using a theory of reading to analyze reading behavior and to guide practical classroom applications. In order to respond knowledgeably teachers must have 1) a basic understanding of the reading process, 2) a method of evaluating a child's reading performance based on knowledge of that process, 3) information from research about what patterns of behavior characterize poor and fluent readers and 4) some sense of how various activities and teacher behaviors can orient poor readers toward more successful reading strategies. In the following sections of this paper I will attempt to address each of these areas, concentrating particularly on how various pat-

What do fluent readers do?

Janet Hickman Faculty of Early and Middle Childhood Education The Ohio State University Columbus, Ohio T eachers intent on producing fluent readers sometimes lose sight of just what fluent readers do. Since fluency does not lend itself to objective research, there is no definitive description. There are two ways, however, of finding out: watch and ask. Some years ago Robinson (1965) referred to research at the University of Chicago using techniques of introspection and retrospection. After a pilot study involving fourth-graders who thought aloud as they read from various sources and then drafted reports for social studies, he concluded that it was possible to gain information about the reading process through introspection coupled with observation.

Organization in early and middle childhood education

Organization in early and middle childhood education

The Content of Early and Middle Childhood Education

A considerable range of content is currently included in the elementaryschool curriculum. For example, a recent report on elementary education in California (5) noted that the state education code requires that reading, writing, language study, spelling, arithmetic, civics, geography, history, music, art, health and physical education, morals and manners, fire prevention, public safety and accident prevention, and the nature of alcohol and narcotics and their effects upon the human system be included in the curriculum. Local school systems may make additions to this list, as have the Los Angeles public schools, by requiring instruction in science, industrial arts, and Spanish (6). Fogler (14) reported that the New York City elementary-school curriculum reflects much the same breadth of content. Thirty-five elementary-school systems recognized for their excellent programs were recently surveyed by Shane (39), who described their enriched curriculums with the inclusion at all grade levels of art, music, and physical education programs; and at the intermediate level, of home economics, woodshop, and science experiences. Attention is also given in the literature to the treatment of this content as far as emphasis and time allotment is concerned. The California report (5) noted that the state education code requires that 50 percent of the school week be devoted to reading, writing, language study, spelling, arithmetic, and civics in Grades I thru VI. Givens (18), speaking before the American Association of School Administrators, cited evidence to the effect that the Three R's have first place in time and importance in every elementary-school program. Calling attention to present emphasis on the Three R's, Gray (20) reported a study of weekly time allotments to various content areas for Grades I thru VI that was included in the 1950 report of the superintendent of the Milwaukee public schools. The weekly amounts of time devoted to certain content areas in 1900 as compared with 1950 revealed decreases of approximately 10 percent in the amount of time devoted to language arts, 33 percent in the time devoted to arithmetic, and 55 percent in the time devoted to special help for pupils having trouble in any area. Comparing the same periods, the report noted

Chapter VI: The Content of Early and Middle Childhood Education

Chapter VI: The Content of Early and Middle Childhood Education

Spelling Through Written Expression

Previous articleNext article No AccessSpelling Through Written ExpressionMiriam HowellMiriam Howell Search for more articles by this author PDFPDF PLUS Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinkedInRedditEmail SectionsMoreDetailsFiguresReferencesCited by The Elementary School Journal Volume 52, Number 4Dec., 1951 Article DOIhttps://doi.org/10.1086/459330 Views: 1Total views on this site Citations: 2Citations are reported from Crossref Copyright 1951 The University of ChicagoPDF download Crossref reports the following articles citing this article:G. Wesley Sowards, Celia Burns Stendler Chapter VI: The Content of Early and Middle Childhood Education, Review of Educational Research 23, no.22 (Jun 2016): 151–161.https://doi.org/10.3102/00346543023002151Esther J. Swenson, Daisy Parton Chapter VII: General Aspects of Instructional Method, Review of Educational Research 23, no.22 (Jun 2016): 162–170.https://doi.org/10.3102/00346543023002162

Social Relationships and the Elementary-School Curriculum

Previous articleNext article No AccessSocial Relationships and the Elementary-School CurriculumThomas D. HornThomas D. Horn Search for more articles by this author PDFPDF PLUS Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinkedInRedditEmail SectionsMoreDetailsFiguresReferencesCited by The Elementary School Journal Volume 52, Number 1Sep., 1951 Article DOIhttps://doi.org/10.1086/459299 Views: 1Total views on this site Citations: 4Citations are reported from Crossref Copyright 1951 The University of ChicagoPDF download Crossref reports the following articles citing this article:Lebern Miller Using Law Case Materials to Teach Ethical Behavior, The Journal of Educational Research 51, no.55 (Dec 2014): 349–354.https://doi.org/10.1080/00220671.1958.10882476Arthur W. Foshay, John Hawkes Green Chapter V: The Development of Social Processes, Review of Educational Research 23, no.22 (Jun 2016): 146–150.https://doi.org/10.3102/00346543023002146G. Wesley Sowards, Celia Burns Stendler Chapter VI: The Content of Early and Middle Childhood Education, Review of Educational Research 23, no.22 (Jun 2016): 151–161.https://doi.org/10.3102/00346543023002151Esther J. Swenson, Daisy Parton Chapter VII: General Aspects of Instructional Method, Review of Educational Research 23, no.22 (Jun 2016): 162–170.https://doi.org/10.3102/00346543023002162