Pre-Kindergarten

A Review of DR K–12 English Language Learner Projects and Their Contribution to Research

Day: 
Wed

This session explores the role of funding programs in shaping research agendas. The springboard for discussion is a case study that investigated DR K12 contribution to research in science and mathematics education for English language learners.

Date/Time: 
9:45 am to 11:45 am
2014 Session Types: 
Mini-plenary Presentation
Session Materials: 

This session explores the role of funding programs in shaping research agendas through deliberate and targeted funding for priority areas. With the English language learner (ELL) population in U.S. schools on the rise and a growing demand for expansion and development of STEM education, intersecting research in these two fields represents an important effort to address pressing issues in U.S. schools and the STEM workforce.

Innovations in Early Childhood STEM Curricula and Professional Development

Day: 
Tues

This poster symposium features six preschool projects across STEM domains that have developed curricula and provided teachers with supports for motivating all children’s engagement with STEM.

Date/Time: 
9:45 am to 11:45 am
2014 Session Types: 
Structured Poster Session

The collective work represented in this session responds to reports that the United States’ competitive advantage lies in its role as a technological innovation leader and to proposals that individual interest in innovation should be fostered early to avoid stereotypes and other impediments to entering the innovation pipeline.

Next Generation Preschool Science: An Innovative Program to Facilitate Young Children's Learning of Science Practices and Concepts

This project is developing, iteratively refining and evaluating a science curriculum for Pre-K classrooms with units on Plant Growth, How Things Move, and What Makes Shadows by integrating traditional classroom resources (large and small group activities, hands-on activities, read-alouds) with digital media (touch screen tablets, photos and short videos, and games/simulations).

Lead Organization(s): 
Award Number: 
1316550
Funding Period: 
Sun, 09/15/2013 to Fri, 08/31/2018
Full Description: 

SRI is developing, iteratively refining and evaluating a science curriculum for Pre-K classrooms with units on Plant Growth, How Things Move, and What Makes Shadows. Working with EDC and WGBH, the project is integrating traditional classroom resources (large and small group activities, hands-on activities, read-alouds) with digital media (touch screen tablets, photos and short videos, and games/simulations). The importance of this approach is that it facilitates the implementation of quality science instruction in pre-schools by reducing the resources and commitment needed. The project is also producing professional development resources for teachers. Project evaluation is by the Concord Evaluation Group. The products of the project are being distributed by PBS Media.

Using an Evidence Centered Design approach, the project is doing a Phase I development and pilot study during the first two years, followed by a Phase II field study in year 3, with 10 classrooms in California and 10 in New York, half of which will be for comparison purposes. Ten children from each classroom are being selected through a stratified randomization process for a more detailed examination of student outcomes. There are 8 research questions covering the three phases of the project; development, implementation, and sustainability. Data collection on child learning is using the project developed science assessment as well as a standardized assessment of children's science learning LENS on Science. Evidence on teachers' confidence is being collected with the Preschool Teachers Attitudes and Beliefs about Science scale (P-TABS). In addition, the project is conducting interviews and observations in the 10 classrooms where teachers are implementing the curriculum units.

Partnerships for Early Childhood Curriculum Development: Readiness Through Integrative Science and Engineering (RISE)

The RISE project is creating curriculum resources for dual language learners (DLLs) in science, technology and engineering (STE). Participants include teachers in pre-K programs in the Boston area selected to target Hispanic and Chinese students and their families. The curriculum will be based on the Massachusetts framework, one of only a few states with pre-K standards. The evaluation will monitor both the progress of the research and development and the dissemination to the target audiences.

Lead Organization(s): 
Award Number: 
1221065
Funding Period: 
Sat, 09/01/2012 to Mon, 08/31/2015
Full Description: 

The RISE project is creating curriculum resources for dual language learners (DLLs) in science, technology and engineering (STE). Participants include teachers in pre-K programs in the Boston area selected to target Hispanic and Chinese students and their families. University partners include Tufts, Rutgers, Miami, and Northern Iowa, who will work with ABCD Head Start. An innovative feature is the incorporation of family funds of knowledge as a basis for the curriculum development. There are two research questions. 1. What are the most productive procedures for appropriate application of the full integrated RISE curriculum in Head Start classrooms serving DLL children? 2. What is the impact of the fully integrated RISE curriculum versus the comparison condition on teacher attitudes, classroom instruction, and quality, home-school relationships, and DLL children's STE knowledge and approaches to learning? In years 1 and two, 5 teachers are being supported, with 10 teachers in year 3. Participating parents are 40, 105, and 180 for years 1, 2 and 3. Professional development and mentoring is being provided for the teachers, and parent-teacher discussion groups are facilitating communication.

The research data is based on extensive classroom observations as well as interviews and surveys. For question 2, the project plans a quasi-experimental study of 10 RISE and 8 randomly selected comparison classrooms sampling 10 students in each classroom. Data will be analyzed with ANCOVA. The curriculum will be based on the Massachusetts framework, one of only a few states with pre-K standards. The evaluation will monitor both the progress of the research and development and the dissemination to the target audiences.

The curriculum materials are to be posted on the Tufts University website and a commercial publisher is being sought. Units are to be 6-12 weeks in duration, with a typical classroom engaging approximately four units. With the growing population of DLL students and the recognition that early childhood education in STE makes significant contributions to children's education, this project has the potential for national impacts.

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