Elementary

The Anthropology of Educational Policy: Ethnographic Inquiries into Policy as Sociocultural Practice





Author/Presenter

Angelina E. Castagno

Teresa McCarty

Lead Organization(s)
Year
2018
Short Description

This book provides a single "go to" source on the disciplinary history, theoretical framework, methodology, and empirical applications of the anthropology of education policy across a range of education topics, policy debates, and settings.

“You are Never too Little to Understand Your Culture”: Strengthening Early Childhood Teachers through the Diné Institute for Navajo Nation Educators

There is international and widespread recognition that early childhood education must be fully inclusive and based on the language, culture, and epistemology of local Indigenous communities (Kitson, 2010). Early childhood education (ECE) programs can only deliver on the promises ofculturally responsive schooling (Castagno & Brayboy, 2008; McCarty & Lee, 2014) when “staff members understand cultural expectations, relationships, and the subtleties of communication, including non-verbalcommunication” within the community (Kitson & Bowes, 2010, p.86).

Author/Presenter

Angelina E. Castagno

Tiffany Tracy

Desiree Denny

Breanna Davis

Hosava Kretzmann

Lead Organization(s)
Year
2020
Short Description

This article describes one effort to strengthen early childhood teaching in schools on the Navajo Nation that centers the work of two teachers within a program attempting to support teachers in the development of academically rigorous, culturally responsive curriculum across the Navajo Nation.

Developing a Problem-Solving Measure for Grade 4

Problem solving is central to mathematics learning (NCTM, 2014). Assessments are needed that appropriately measure students’ problem-solving performance. More importantly, assessments must be grounded in robust validity evidence that justifies their interpretations and outcomes (AERAet al., 2014). Thus, measures that are grounded in validity evidence are warranted for use by practitioners and scholars. The purpose of this presentation is to convey validity evidence for a new measure titled Problem-Solving Measure for grade four (PSM4).

Author/Presenter

Jonathan Bostic

Gabriel Matney

Toni A. Sondergeld

Gregory E. Stone

Year
2019
Short Description

The purpose of this presentation is to convey validity evidence for a new measure titled Problem-Solving Measure for grade four (PSM4), an assessment within the previously published PSM series designed for elementary and middle grades students.

Developing a Problem-Solving Measure for Grade 4

Problem solving is central to mathematics learning (NCTM, 2014). Assessments are needed that appropriately measure students’ problem-solving performance. More importantly, assessments must be grounded in robust validity evidence that justifies their interpretations and outcomes (AERAet al., 2014). Thus, measures that are grounded in validity evidence are warranted for use by practitioners and scholars. The purpose of this presentation is to convey validity evidence for a new measure titled Problem-Solving Measure for grade four (PSM4).

Author/Presenter

Jonathan Bostic

Gabriel Matney

Toni A. Sondergeld

Gregory E. Stone

Year
2019
Short Description

The purpose of this presentation is to convey validity evidence for a new measure titled Problem-Solving Measure for grade four (PSM4), an assessment within the previously published PSM series designed for elementary and middle grades students.

Does Early Algebra Matter? The Effectiveness of an Early Algebra Intervention in Grades 3 to 5

A cluster randomized trial design was used to examine the effectiveness of a Grades 3 to 5 early algebra intervention with a diverse student population. Forty-six schools in three school districts participated. Students in treatment schools were taught the intervention by classroom teachers during regular mathematics instruction. Students in control schools received only regular mathematics instruction.

Author/Presenter

Maria Blanton

Rena Stroud

Ana Stephens

Angela Murphy Gardiner

Despina A. Stylianou

Eric Knuth

Isil Isler-Baykal

Susanne Strachota

Lead Organization(s)
Year
2019
Short Description

A cluster randomized trial design was used to examine the effectiveness of a Grades 3 to 5 early algebra intervention with a diverse student population.

Does Early Algebra Matter? The Effectiveness of an Early Algebra Intervention in Grades 3 to 5

A cluster randomized trial design was used to examine the effectiveness of a Grades 3 to 5 early algebra intervention with a diverse student population. Forty-six schools in three school districts participated. Students in treatment schools were taught the intervention by classroom teachers during regular mathematics instruction. Students in control schools received only regular mathematics instruction.

Author/Presenter

Maria Blanton

Rena Stroud

Ana Stephens

Angela Murphy Gardiner

Despina A. Stylianou

Eric Knuth

Isil Isler-Baykal

Susanne Strachota

Lead Organization(s)
Year
2019
Short Description

A cluster randomized trial design was used to examine the effectiveness of a Grades 3 to 5 early algebra intervention with a diverse student population.

The Joys of Teaching Ecology in K–12 and Informal Settings

Esposito, R. M. M, Harris, C., Berkowitz, A. R., & Pregnal, M. (2019). The joys of teaching ecology in K-12 and informal settings. Frontiers in Ecology and the Environment, 17(9), 538-539. https://doi.org/10.1002/fee.2122

Author/Presenter

Rhea M  M Esposito

Cornelia Harris

Alan R Berkowitz

Maribel Pregnall

Year
2019
Short Description

This article describes opportunities for primary and secondary ecology education in formal and informal settings.

The Re-Novicing of Elementary Teachers in Science? Grade Level Reassignment and Teacher PCK

There is growing recognition of the prevalence of “within school churn”, a phenomenon in which teachers remain within a school but are assigned a new grade level or course. In this study we examine the consequences of within-school churn for the pedagogical content knowledge of elementary teacher participants in an NSF-funded science PD program. We argue grade-level reassignment is akin to out-of-field science teaching for elementary teachers, as they encounter a new set of grade-specific standards, new subject matter topics, and new curricula.

Author/Presenter

Deborah L. Hanuscin

Zandra de Araujo

Dante Cisterna

Kelsey Lipsitz

Delinda van Garderen

Year
2020
Short Description

In this study, authors examine the consequences of within-school churn for the pedagogical content knowledge of elementary teacher participants in an NSF-funded science PD program.

SOLID Start K-2 Curriculum Materials

SOLID Start (Science Oral Language and Literacy Development from the Start of School) curricula are guided by a driving question and puzzling phenomena that engage young students and elicit their natural curiosities. The units are designed to support young students’ science learning and oral language and literacy development.

Author/Presenter

Tanya Wright

Amelia Gotwals

Amanda Bismack

Lead Organization(s)
Year
2020
Short Description

SOLID Start (Science Oral Language and Literacy Development from the Start of School) curricula are guided by a driving question and puzzling phenomena that engage young students and elicit their natural curiosities. The units are designed to support young students’ science learning and oral language and literacy development.

Webinar Resources: Strengthening Educators’ Practices for Engaging and Empowering Students with Disabilities and Difficulties as Mathematics Learners

Author/Presenter

Amy Brodesky

Jessica Hunt

Karen Mutch-Jones

Judy Storeygard

Year
2020
Short Description

Amy Brodesky, Jessica Hunt, Karen Mutch-Jones and Judy Storeygard shared key components, successes, and challenges of asset-based PD in mathematics. The webinar focused on the pressing question: What are ways to support educators in providing high-quality, inclusive instruction that empowers students with disabilities/difficulties as mathematics thinkers and doers?