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Showing 1 to 15 of 117 results Save | Export
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Cho, Hyonsuk; Wang, X. Christine; Christ, Tanya – Journal of Research in Childhood Education, 2019
When young refugee English language learners (ELLs) start formal schooling in the United States, the social-emotional learning (SEL) appropriate for the U.S. school context may be especially unfamiliar to them. By interviewing six elementary school teachers, this exploratory study examined how teachers describe refugee ELLs' social-emotional…
Descriptors: Social Development, Emotional Development, Refugees, English Language Learners
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Strekalova-Hughes, Ekaterina; Wang, X. Christine – Journal of Research in Childhood Education, 2019
Foregrounding the lived experiences and voices of children from refugee backgrounds, the authors adapted culturally sustaining pedagogy and refugee critical race theory frameworks to investigate how Nepali, Somali, and South Sudanese children from refugee backgrounds whose families resettled in western New York perceive family storytelling. The…
Descriptors: Refugees, Story Telling, Culturally Relevant Education, Critical Theory
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Cline, Keely D.; Campbell, Luke; Mallon, Marissa; Taylor, Bradley – Journal of Research in Childhood Education, 2019
The purpose of this qualitative case study was to examine to what extent and in what ways teachers and families from an elementary school perceived the 2016 U.S. presidential election and subsequent presidency as influencing classrooms and children. Participants included 4 teachers and 10 families from the 2nd-6th grade classes. Teachers…
Descriptors: Elections, Correlation, Presidents, Case Studies
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Smadja, Marie-Lyne; Aram, Dorit; Ziv, Margalit – Journal of Research in Childhood Education, 2019
The authors compared the discourse of 100 Israeli preschool teachers with a group of children during three book-sharing contexts: reading, reconstruction, and telling. During telling and reconstruction, the teachers used more utterances and questions and referred more to concept of book and to the illustrations. During reading, they referred more…
Descriptors: Foreign Countries, Preschool Teachers, Preschool Children, Story Reading
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Lenhart, Lisa A.; Roskos, Kathleen A.; Brueck, Jeremy; Liang, Xin – Journal of Research in Childhood Education, 2019
Increasing young children's vocabulary remains one of the most challenging areas of early literacy instruction. Progress has been made in identifying techniques that, while often complex, work to implement routinely. This study examines the effects of an easy-to-implement technique, say-tell-do-play (STDP), that integrates proven "active…
Descriptors: Vocabulary Development, Direct Instruction, Teaching Methods, Emergent Literacy
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Garner, Pamela W.; Bolt, Elizabeth; Roth, Alexa N. – Journal of Research in Childhood Education, 2019
Early childhood curricula reflect guiding principles or beliefs about the knowledge, skills, and behavior that are considered important for learning in the early childhood setting. This study examined linkages between teachers' and young children's expression of and talk about emotions during interactions in early childhood programs, using either…
Descriptors: Preschool Curriculum, Humanistic Education, Preschool Children, Preschool Teachers
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Magen-Nagar, Noga; Firstater, Esther – Journal of Research in Childhood Education, 2019
The purpose of this study was to identify the obstacles to information and communication technology (ICT) implementation in the kindergarten environment through exploring the beliefs of kindergarten teachers. Thirty Israeli kindergarten teachers participated in semistructured interviews. Their content analysis revealed three main obstacle-related…
Descriptors: Educational Technology, Technology Integration, Kindergarten, Preschool Teachers
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Englehardt, Joanna; Brown, Christopher P. – Journal of Research in Childhood Education, 2019
Policymakers' neoliberal education reforms, which define education through economic rather than democratic principles, continue to promote the integration of mobile devices into early childhood classrooms to provide students with new learning opportunities while preparing them for the job market. Although many schools have begun integrating such…
Descriptors: Elementary School Teachers, Preservice Teachers, Educational Technology, Technology Uses in Education
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Farley, Kristin S.; Brock, Matthew E.; Winterbottom, Christian – Journal of Research in Childhood Education, 2018
Early childhood education represents a pivotal opportunity to improve the developmental trajectories of young children, and evidence-based practices (EBPs) are scientifically proven to improve these outcomes. Furthermore, federal law mandates that early childhood practitioners implement EBPs. However, because EBP has not been clearly defined in…
Descriptors: Evidence Based Practice, Preschool Teachers, Developmentally Appropriate Practices, Early Childhood Education
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Kirk, Gill; Jay, Jenny – Journal of Research in Childhood Education, 2018
This study examined how teachers support kindergarten children's social and emotional development in everyday contexts. It used an ethnographic qualitative mode of enquiry, employing participant observations and semi-structured and structured interviews to examine the ways teachers optimize opportunities for supporting kindergarten children's…
Descriptors: Kindergarten, Preschool Teachers, Social Development, Emotional Development
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Sherfinski, Melissa; Slocum, Audra – Journal of Research in Childhood Education, 2018
This case study using ethnographic methods addresses how teachers shape cultural processes related to girlhoods, and the roles of children's play in this dynamic. Poststructuralist theory of the carnival was used to analyze gendered, classed power dynamics within two rural Appalachian preschool classrooms influenced by a popular local festival.…
Descriptors: Ethnography, Play, Gender Issues, Power Structure
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Löf, Camilla – Journal of Research in Childhood Education, 2018
Central values promoted in a national curricula are often uncontested (Arnot, Hopman, & Molander, 2007; Colnerud, 2004; Popkewitz, 2009). Therefore, a critical understanding of these values is crucial, as is an understanding of how students are affected by interpretations of certain values as fundamental. The aim of this study is to cast light…
Descriptors: National Curriculum, Discourse Analysis, Compulsory Education, Values
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Pyle, Angela; Poliszczuk, Daniel; Danniels, Erica – Journal of Research in Childhood Education, 2018
Kindergarten teachers face the challenge of balancing traditional developmental programming and contemporary academic standards. In classrooms following a play-based learning framework, academic content such as literacy is to be taught within children's play. However, educators have reported conceptual and practical challenges with integrating…
Descriptors: Kindergarten, Literacy, Integrated Curriculum, Play
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Bond, Vanessa L. – Journal of Research in Childhood Education, 2018
The purpose of this exploratory case study was to document one teacher's journey as he negotiated the role of music atelierista (music studio teacher) in a school inspired by the Reggio Emilia approach (REA). Through the collection of qualitative data over a one-year time period and subsequent analysis, the author identified and described the…
Descriptors: Music, Case Studies, Qualitative Research, Music Education
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Hall, Alice H.; Peden, John G.; Maurer, Trent W. – Journal of Research in Childhood Education, 2017
This research evaluated the effectiveness of training and educating preservice teachers to understand and implement developmentally appropriate practices for children birth to age 5. Data from 803 participants were collected over a 3-year period at a university with a laboratory child care program associated with an undergraduate degree in child…
Descriptors: Young Children, Teaching Methods, Child Development, Teacher Education
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