Pre-K

Maximizing the Quality of Learning Opportunities for Every Student

For five decades, JRME has sought to publish high-quality mathematics education research that advances the field’s knowledge and has a positive impact on the teaching and learning of mathematics in the classroom. The journal’s 50th anniversary represents an opportune time for the research community to take a step back, assess what progress has been made on the major problems of the field, and consider the most important problems that could orient research in the future.

Author/Presenter: 
Jinfa Cai
Anne Morris
Charles Hohensee
Stephen Hwang
Victoria Robison
Michelle Cirillo
Steven L. Kramer
James Hiebert
Arthur Bakker
Lead Organization(s): 
Year: 
2020
Short Description: 

In this editorial, authors discuss the first of the five overarching problems: defining and measuring learning opportunities precisely enough to study how to maximize the quality of the opportunities experienced by every student.

Resource(s): 

Addressing the Problem of Always Starting Over: Identifying, Valuing, and Sharing Professional Knowledge for Teaching

Cai, J., Morris, A., Hohensee, C., Hwang, S., Robison, V., Cirillo, M., Kramer, S. L., Hiebert, J., & Bakker, A. (2020). Addressing the problem of always starting over: Identifying, valuing, and sharing professional knowledge for teaching. Journal for Research in Mathematics Education, 51(2).

Author/Presenter: 
Jinfa Cai
Anne Morris
Charles Hohensee
Stephen Hwang
Victoria Robison
Michelle Cirillo
Steven L. Kramer
James Hiebert
Arthur Bakker
Lead Organization(s): 
Year: 
2020
Short Description: 

Authors discuss the possibilities of retaining and sharing professional knowledge as a way of addressing the problem of always starting over.

Analysis of the e-TEN Calibration Data

The present report summarizes the analyses of the calibration data for the electronic Test of Early Numeracy (e-TEN), an adaptive, iPad-based test of early numeracy achievement. A total of 794 children age 3 years to 8 years-11months from two states were tested.Items were designed to map ontoseven theoretical domains: verbal counting, numbering, numerical relations, numeral literacy, single-digit calculation, multi-digit calculation and base-ten place-value.

Author/Presenter: 
Ying Liu
Elizabeth M. McCarthy
Arthur J. Baroody
Michael D. Eiland
Year: 
2019
Short Description: 

The present report summarizes the analyses of the calibration data for the electronic Test of Early Numeracy (e-TEN), an adaptive, iPad-based test of early numeracy achievement.

Fostering Video Sharing and Discourse Among STEM Educational Researchers in a Multimodal Environment

Multimedia environments provide multiple resources for expression, collaboration, and knowledge-creation. Yet there is much to be learned about the design of such environments, the forms of collegial discourse that take place, and the benefits of participation. To this end, we study the 2017 STEM for All Video Showcase, a multimodal environment, that enabled educational researchers to share and discuss short videos depicting their federally-funded work to improve STEM education.

Author/Presenter: 
Joni Falk
Debra Bernstein
Brian Drayton
Lead Organization(s): 
Year: 
2019
Short Description: 

This article looks at the 2017 STEM for All Video Showcase, a multimodal environment, that enabled educational researchers to share and discuss short videos depicting their federally-funded work to improve STEM education. In a mixed methods study, authors investigate the forms of participation that took place and the benefits that accrued to those who presented.

How Place-based Science Education Strategies can Support Equity for Students, Teachers, and Communities

This brief describes how to support equity for students, teachers, and communities through place-based science education strategies.

Coleman, S., Chinn, P., Morrison, D., & Kaupp, L. (2019). How place-based science education strategies can support equity for students, teachers, and communities. STEM Teaching Tools.

Author/Presenter: 
Sarah Coleman, Pauline Chinn, Deb Morrison, and Laruen Kaupp
Lead Organization(s): 
Year: 
2019
Short Description: 

This brief describes how to support equity for students, teachers, and communities through place-based science education strategies.

What They Learn When They Learn Coding: Investigating Cognitive Domains and Computer Programming Knowledge in Young Children

Computer programming for young children has grown in popularity among both educators and product developers, but still relatively little is known about what skills children are developing when they code. This study investigated N = 57 Kindergarten through second grade children’s performance on a programming assessment after engaging in a 6-week curricular intervention. Children used the ScratchJr programming tool to create animated stories, collages, and games.

Author/Presenter: 
Amanda Strawhacker
Marina Umaschi Bers
Lead Organization(s): 
Year: 
2018
Short Description: 

This study investigated N = 57 Kindergarten through second grade children’s performance on a programming assessment after engaging in a 6-week curricular intervention called ScratchJr.

Webinar: Evidence Standards for Evaluating Math and Science Programs

What are evidence standards for evaluating math and science programs? Watch this webinar recording with experts from the American Institutes for Research (AIR) for an engaging webinar about evidence standards. Presenters discussed the Every Student Succeeds Act (ESSA) Tiers of Evidence and the What Works Clearinghouse (WWC) evidence rating system and how these evidence standards relate to evaluating math and science programs. The presenters discussed how participants can use these resources to strengthen their existing and proposed study designs.

Author/Presenter: 
Lyzz Davis, Senior Researcher, American Institutes for Research
Joe Taylor, Principal Researcher, American Institutes for Research
Year: 
2019
Short Description: 

Watch this webinar recording with experts from the American Institutes for Research (AIR) for an engaging webinar about evidence standards.

Ramp It Up!

Presser, A. L. Dominguez, X., Goldstein, M., Vidiksis, R., and Kamdar, D. (2019). Ramp It Up! Science & Children.

Author/Presenter: 
Ashley Lewis Presser
Ximena Dominguez
Marion Goldstein
Regan Vidiksis
Danae Kamdar
Year: 
2019
Short Description: 

Preschoolers investigate force and motion with a digital journal.

Integrating STEM into Preschool Education: Designing a Professional Development Model in Diverse Settings

High quality early childhood education and science, technology, engineering, and mathematics (STEM) learning have gained recognition as key levers in the progress toward high quality education for all students. STEM activities can be an effective platform for providing rich learning experiences that are accessible to dual language learners and students from all backgrounds. To do this well, teachers need professional development on how to integrate STEM into preschool curricula, and how to design experiences that support the dual language learners in the classroom.

Author/Presenter: 
Kimberly Brenneman
Alissa Lange
Irena Nayfeld
Lead Organization(s): 
Year: 
2018
Short Description: 

In this article, the authors outline the main components and the iterative design process we undertook to ensure that the professional supports are relevant and effective for teachers and children.

Principles for Designing Large-Format Refreshable Haptic Graphics Using Touchscreen Devices: An Evaluation of Nonvisual Panning Methods

Touchscreen devices, such as smartphones and tablets, represent a modern solution for providing graphical access to people with blindness and visual impairment (BVI). However, a significant problem with these solutions is their limited screen real estate, which necessitates panning or zooming operations for accessing large-format graphical materials such as maps.

Author/Presenter: 
Hari Prasath Palani
Nicholas A. Giudice
Lead Organization(s): 
Year: 
2017
Short Description: 

This article describes the development of four novel non-visual panning methods designed from the onset with consideration of these perceptual and cognitive constraints.

Pages

Subscribe to Pre-K