What Do We Know About Early Childhood Education? Research

Online Companion for

What Do We Know About Early Childhood Education?

Research Based Practice

Sandra Crosser

Chapter 1

Related Links

1. Annotated bibliography for interpreting educational research at www.nelson.usf.edu.

To find: On www.nelson.usf.edu go to “Departments.” Click on “reference.” Click on

“Course Related Annotated Bibliographies.” Click on “Educational Research.”

2. Ethical standards statement of the American Educational Research Association at

www.aera.net

To find: On www.area.net, go to Search. Type in “Ethical Standards” and do a

search. Click on “Hot Off the Press: Ethical Standards of the American Educational

Research Association: Cases & Commentary (March 2002)” and then click on

“Ethical Standards of AERA.”

Critical Thinking

1. Read the featured article, “Discretion in the Translation of Research to Policy: A

Case from Beginning Reading,” located at www.aera.net. Is the criticism sound?

To find the article: On www.aera.net, go to Search. Type in “Discretion in the

Translation” and do a search. Click on “Taylor, Anderson, Au & Raphael –

Discretion in the Translation of Research to Policy … [p. 11] (ER Online, Vol. 29,

No. 6, August – September 2000).”

2. Critique the article “The Dalmatian and Its Spots: Why Research-Based

Recommendations Fail Logic 101” (January 28, 2004), located at

www.edweek.org. To find the article: Go to www.edweek.org and click on Archives

on the top navigation bar. Go to Education Week Tables of Contents. Click on Jan.

28, 2004 “Issue 20.” Scroll down to “The Dalmatian & Its Spots,” under

Commentary section.

3. Read through the policy guide produced by the U.S. Department of Education,

located at www.ed.gov. Identify what is meant by the “gold standard” in

evaluating educational research.

To find the policy guide: Go to www.ed.gov. Then go to Search and type in

“Rigorous Evidence Guide” and do a search. Click on “Identifying and

Implementing Educational Practices Supported by Rigorous Evidence.”

Then read the article “Knowing What Works” by Karin Chenoweth, a columnist for

The Washington Post. The article can be accessed at www.edweek.org and was

printed in the January 21, 2004 issue of Education Week. Evaluate Chenoweth’s

commentary about the “gold standard.”

To find the article: go to www.edweek.org and click on Archives on the top

navigation bar. Click on Education Week Tables of Contents. Click on Jan. 21

“Issue 19” and scroll down to “Knowing What Works” under Commentary section.

4. Browse through the No Child Left Behind Act located at www.ed.gov. Then look at

the act from the perspective of the National Education Association, a teachers’

union. That response can be found at www.nea.org. Compare the two views. Why

are they different?

To find the No Child Left Behind Act: Go to www.ed.gov and click on “Policy.”

Click on “No Child Left Behind (NCLB).” Click on top 4 sections (“Stronger

Accountability for Results,” “More Freedom for States and Communities,”

“Encouraging Proven Education Methods,” “More Choices for Parents”).

To find the NEA response: go to www.nea.org. Go to “NEA on the Issues.” Click

on “No Child Left Behind/ESEA.”

5. Look for ways the federal government impacts education as you read the article

“Gates Grant Will Fund Four-Year Study of School Finance” (October 22, 2003)

available at www.edweek.org.

To find the article: Go to www.edweek.org and click on Archives on the top

navigation bar. Go to Education Week Tables of Contents. Click on Oct. 22, 2003

“Issue 8” and scroll down to “Gates Grant Will Fund Four-Year Student of School

Finance” under Government & Politics section.

6. Read about the $7.4 million research initiative to investigate preschool curricula,

Internet-based teacher training, and the importance of parental involvement for

improving readiness at www.naeyc.org (January 9, 2004).

To find: at www.naeyc.org click on “Public Policy.” Then click on “Early Childhood

Educator Professional Development Program.”

Take Action

Sign up to receive e-mail updates on federal legislation and other policy news sent

out regularly by the National Association for the Education of Young Children

(NAEYC)

Go to www.naeyc.org. Click on “Public Policy.” Then click on “Action Center.”

Click on “NAEYC E-mail List” and follow directions to receive updates.

Transparencies

1. Organization of Schools in American Society

Organization of Public Education in the U.S.

U.S. Constitution

State Legislature

State Board of Education

State Superintendent of Instruction

Local School Board

Local Superintendent of Schools

10th AmendmentGovernor

Principal

Teachers

Citizens

Principal

Teachers

Principal

Teachers

Principal

Teachers

2. The Carrot Approach

Chapter 2

Related Links

1. Early Childhood Longitudinal Study at www.nces.ed.gov.

To find: Go to www.nces.ed.gov and do a search for “Early Childhood Longitudinal

Study.” Click on “Early Childhood Longitudinal Study (ECLS).”

2. Read about the Terman study of gifted individuals at www.cpc.unc.edu.

To find: Go to www.cpc.unc.edu and do a search for “Lewis Terman Study.” Click

on “Lewis Terman Study at Stanford University.”

Case Studies

1. Genie. Find out more. Read a NOVA transcript at www.pbs.org.

To find: at www.pbs.org go to “Search.” Type in “Secrets of the Wild Child”

and do a search. Click on “NOVA/Transcripts/ Secret of the Wild Child.”

2. Read a summary of the Genie case at http://kccesl.tripod.com. To find:

On http://kccesl.tripod.com click on “Learning Resources.” Then click on

“Linguistics.” Click on “The Civilizing of Genie.”

Transparencies

1. Self reports

2. Correlations

Interpreting Correlations

There is a positive correlation between bathing suit sales andnumber of drownings. As one increases, so does the other.

Variable A Bathing suit sales

Variable BIncrease in drownings

causes

Another factor is involved

A correlation may mean

Variable BIncrease in drownings

Variable A Bathing suit sales

causes

Critical Thinking

1. Read the article “Study Challenges Direct Reading Method” in the January 28,

2004 issue of Education Week, located at www.edweek.org. Evaluate the research

methodology.


navigation bar. Click on Education Week Tables of Contents. Click on Jan. 28

“Issue 20” and scroll down to “Study Challenges Direct Reading Method” under

Across the Nation.

2. Read the report “With One Voice 2003: America’s Adults and Teens Sound Off

About Teen Pregnancy” online at www.teenpregnancy.org. Identify the study

design. What questions does the design of the study raise about the findings?

To find the report: Go to www.teenpregnancy.org. Go to “Research, Resources &

Information” on the left navigation bar and select “Research & Polling Data” on the

drop-down menu that appears. Click on “Research & Polling Data.” Click on

“Polling Data.” Click on “2003 Results.”

Chapter 3

Related Links

1. Educational Resources Information Center (ERIC) at www.searcheric.org

2. What Works Clearinghouse at http://w-w-c.org/about.html

3. National Association for the Education of Young Children at www.naeyc.org

4. Association for Childhood Education International at www.acei.org

Take Action

1. A research base for teaching subject areas in elementary and secondary school

has been compiled by Educational Research Service. Information about ordering

the Handbook of Research on Improving Student Achievement, Third Edition is

available online at www.ers.org.

To find: On www.ers.org, click on “Catalog of ERS Resources.” Then click on

“Online Catalog” and then click on “Proceed to Search the Catalog.” In Search by

title and/or words in publication title, do a search for “Handbook of Research on

Improving Student Achievement.”

2. Subscribe to EDInfo, an e-mail update from the U.S. Department of Education.

Address an e-mail message to [email protected]. Give your first name and last

name and indicate that you wish to subscribe to EDInfo.

Chapter 4

Related Links

1. The Child-Parent Center Program at www.waisman.wisc.edu.

To find: Go to www.waisman.wisc.edu and click on “Early Childhood.” Then click

on “Waisman Early Childhood Program.”

2. The Abecedarian Project at www.fpg.unc.edu.

To find: on www.fpg.unc.edu locate “Top 12 Most Requested Pages.” Scroll down

to #6 and click on “Carolina Abecedarian Project.”

3. Kindergarten study at http://nces.ed.gov.

To find: At http://nces.ed.gov go to Search and type in “Kindergarten Study” and

then do a search. Click on “Early Childhood Longitudinal Study (ECLS)

Kindergarten Class of 1998-99 Study Information.”

Critical Thinking

1. Read the kindergarten study at http://nces.ed.gov.

To find: At http://nces.ed.gov go to Search and type in “Kindergarten Study” and

then do a search. Click on “Early Childhood Longitudinal Study (ECLS)

Kindergarten Class of 1998-99 Study Information.”

Then compare what you read to the analysis completed by the National Center

for Children in Poverty. The report, “Low Income and the Development of

America’s Kindergarteners,” is located at www.nccp.org.

To find: Go to www.nccp.org. Scroll down the page to find the article.

2. Read about a new research initiative into long-term effects of child care and links

to aggression in Education Week (October 8, 2003).

To find: Go to www.edweek.org and click on Archives on the top navigation bar.

Click on Education Week Tables of Contents. Click on Oct. 8, 2003 “Issue 6” and

then scroll down to “Child’s Play” under Features section.

Chapter 5

Related Links

1. Academic redshirting at www.ericfacility.org.

To find: At www.ericfacility.org click on “Resources.” Then click on “ERIC Digests

in Full Text.” Go to Search and type in “academic redshirting” and do a search.

Click on ED423079.

2. Academic redshirting at www.kidsource.com.

To find: at www.kidsource.com, go to Search and type in “academic redshirting”

and do a search. Click on “The Kindergarten Entrance Age Dilemma.”

3. Academic redshirting at www.chicagoparent.com.

To find: On www.chicagoparent.com, go to Search and type in “academic

redshirting” and conduct a search. Click on “Chicago Parent/Features Feb 2003.”

4. The Gift of Time: Enactments of Developmental Thought in Early Childhood

Practice by M. Elizabeth Graue, Janice Kroeger, and Christopher Brown at

http://ecrp.uiuc.edu.

To find: On http://ecrp.uiuc.edu, go to Search ECRP and type in “graue” and

conduct a search. Click on “Early Childhood Research and Practice Spring 2003.

The Gift of ….”

PowerPoint Presentation

Starting Kindergarten

Transparencies

1. Race/Ethnicity Percentage of U.S. Public School Students

Race/Ethnicity Percentage of U.S. Public School Students: 2000-01

60.3White,

non-Hispanic

17.2Black,

non-Hispanic

4.2Asian/Pacific

Islander

1.2AmericanIndian/Alaskan

17.1Hispanic

2. Minority Percentage of School-Age Population by Year

60

50

40

30

20

10

0

Year

Minority Percentage of School-Age Population By Year

2000 2010 2020

Percent2030 2040

35.2

40.444.4

46.950.7

Chapter 6

Related Links

1. Review time on task and make observations at www.foothill.net/~moorek.

To find: On www.foothill.net/~moorek scroll to “Help Topics” then click on

“Time on Task.”

2. Investigate other ways to increase engagement at http://www.nwrel.org.

To find: On www.nwrel.org, go to Search and type in “time on task” and

conduct a search. Click on “Increasing and Motivation: From Time-on-Task to

Homework: By Request…/Oct 2000.”

Critical Thinking

1. Read the article “Latino Optimism High on Children’s Schools, National Survey

Finds” in Education Week, January 28, 2004. What questions does the study

raise in your mind?


navigation bar. Click on Education Week Tables of Contents. Click on Jan. 28,

2004 “Issue 20” and scroll down to “Latino Optimism High On Children’s

Schools, National Survey Finds” in Across the Nation section.

2. The Rhode Island Commissioner of Education, Peter McWalers, is pushing to

lengthen the elementary school day from five to seven hours. Read about the

move at www.edweek.org (January 28, 2004) then act as Mr. McWalters’

advisor. What advice would you give, based on findings in educational

research?

To find: Go to www.edweek.org and click on Archives on the top navigation bar.

Click on Education Week Tables of Contents. Click on Jan. 28, 2004 “Issue 20”

and then scroll down to “Rhode Island Chief Seeks Longer School Day” in

Government & Politics section.

3. The U.S. Department of Education will spend $9.6 million on a three-year-study

of the effectiveness of after-school programs. If you were designing the study,

what questions would you ask? Read about it at www.edweek.org.

To find: On www.edweek.org, go to Search and type in “after school.” Then

click on 2003 and conduct a search. Click on October 22 “Children and

Families.”

Transparencies

1. Who Is Taking Care of the Children?

Who is Taking Care of the Children?

Nonrelativecare16.1

Parentcare only

23.1

Center-basedcare59.7

Relativecare22.8

2. School Time


Motivation

Chapter 7

Related Links

1. Lawrence Elementary School Looping Project online at www.teachnet.com.

To find: at www.teachnet.com, go to Search and type in “Looping.” Conduct a

search, then click on “Intro: The Lawrence Elementary Looping Project/How-

to/Power.”

2. ERIC Digest “Implementing Looping” online at http://eric.uoregon.edu.

To find: Go to http://eric.uoregon.edu. Click on “ERIC Digests” under

Publications and then click on “ERIC Digest 123 — Implementing Looping.”

Critical Thinking

Locate the article “Multiage Teachers’ Beliefs and Practices” in the Journal of

Research in Childhood Education, Vol. 18, No. 1, Fall 2003. What were the four

categories of beliefs teachers held? Are they upheld in research?

Chapter 8

Related Links

1. Chicago’s Children First Education Plan online at http://www.cps.k12.il.us.

To find: On www.cps.k12.il.us go to Search and type in “Children First.” Do a

search, then click on “Chicago Public Schools Children First Fund.”

2. In-grade retention information and links online at http://users.stargate.net.

To find: on http://users.stargate.net, click on “Hot Topics.” Scroll down to “In-

Grade Retention” and click.

3. Parent resource on grade retention online at www.psparents.net.

To find: Go to www.psparents.net and scroll down to “Grade Retention” under

Academics.

4. Position paper of the National Association of School Psychologists on Grade

Retention and Social Promotion online at www.nasponline.org.

To find: Go to www.nasponline.org and click on “Search.” Type in “Grade

Retention and Social Promotion” and then click on “NASP Position Statement

— Grade Retention and Social Promotion.”

Chapter 9

Related Links

Class size study “The Relationship Between Exposure to Class Size Reduction

and Student Achievement in California” is available at http://epaa.asu.edu. Did

small class size in first grade correlate with higher test scores later?

To find the study: Go to http://epaa.asu.edu. Click on “Complete Articles.”

Click on “Volume 11 2003.” Click on “Volume 11 Number 40.”


Assessing the Environment

Take Action

Read M. K. Clayton and M. B. Forton’s book Classroom Spaces That Work,

published by Northeast Foundation for Children, 2001.

Chapter 10

Related Links

1. The Center for Evidence-Based Practice: Young Children with Challenging

Behavior at http://challengingbehavior.fmhi.usf.edu.

2. Positive Approaches to Challenging Behavior for Young Children with

Disabilities at www.ici.umn.edu.

To find: Go to www.ici.umn.edu. Click on Search on the top navigation bar.

Click “ICI Site Search.” Type in “Preschool Behavior Project” and do a

search. Click on the first document, Preschool Behavior Project.

3. National Network for Child Care at www.nncc.org.

4. Zero to Three project at www.zerotothree.org.

Critical Thinking

1. According to the guidance approach, the teacher is to be a protective

buffer.

Explain how you can fill that role. Give specific examples.

2. The July 2003 issue of Young Children, the journal of the National

Association for the Education of Young Children (NAEYC), devoted almost

the entire issue to guidance for children with challenging behaviors. Before

you read, generate several questions about the topic that you would like to

have answered. Then read the articles. Were your questions answered?

Were more questions raised?


Protective Buffer Badge

Transparencies

1. Just as in football, there should be a strategy for calling time-out.

2. Extrinsic motivation in the form of rewards may reduce effort

Intrinsic motivation Extrinsic motivation Reduced effort

3. Parenting styles and child behavior.

Chapter 11

Related Links

1. Read the joint position statement of curriculum, assessment, and program

evaluation from the National Association for the Education of Young

Children (NAEYC) and the National Association of Early Childhood

Specialists in State Departments of Education at www.naeyc.org.

To find: At www.naeyc.org click on “NAEYC Resources,” then click on “view

position statements.” Click on “Improving Program Practices with

Children.” Click on “Early Childhood Curriculum, Assessment and Program

Evaluation (2003).”

2. How much time is really spent on homework? See the “Brown Center

Report on American Education” homework chapter at www.brookings.edu.

To find: At www.brookings.edu, click on “Brown Center on Education

Policy.” Go to Search and type in “Homework and Report on American

Education.” Click on “Do Students Have Too Much Homework?”

3. Find out more about savants, including the real Rain Man at

www.wisconsinmedicalsociety.org.

To find: Go to www.wisconsinmedicalsociety.org. In Search, type

“Savants.” Click on “Wisconsin Medical Society — Savant Articles.” Click

on “Savant Profiles” on sidebar.’

PowerPoint Presentations

1. Asking Questions

2. Play

3. Developmentally Appropriate Practice

Chapter 12

Related Links

1. Missouri Early Childhood Development Act (Senate Bill 658) describes one

state’s efforts to provide programs that involve parents at

www.dese.state.mo.us.

To find: On www.dese.state.mo.us, click on the site map. Locate and click

on “Early Childhood Education.” Click on “Missouri Preschool Project”

under Programs.


Parental Behavior

Critical Thinking

1. How is culture related to children’s behavior? Make some predictions of

your own, then read “Opening the Culture Door” by Barbara Kaiser and

Judy Skiar Rasminsky in the journal Young Children, July 2003, pages 53–

56. Review your predictions.

2. Can teens be taught parenting skills? If so, the next generation could

benefit. Read Donna McDermott’s article “Building Better Human

Connections: Parenting/Caring Education for Children and Teens in School”

published in the journal Young Children, Winter 2003/04, pages 71–75.

Critique the article.

3. The American Federation of Teachers is a union. What position would you

predict a teachers’ union would take on parent involvement? Read the paid

position statement entitled “Where We Stand” located in the December 10,

2003 issue of Education Week, page 7. Analyze the quote from Luebertha

Oliver.

Chapter 13

Related Links

1. Reconsidering the Impact of High-Stakes Testing at http://epaa.asu.edu.

To find: At http://epaa.asu.edu, click “search epaa,” then conduct a search

by typing in “High Stakes Testing.” Click on “EPAA Vol. 12, No. 1, Braun

Reconsidering the Impact of High-Stakes Testing.”

2. “Study Offers Mixed Results on Impact of High-Stakes Tests” in Education

Week, January 28, 2004, at www.edweek.org.

To find: Go to www.edweek.org and click on Archives on the top navigation

bar. Click on Education Week Tables of Contents. Click on Jan. 28, 2004

“Issue 20” and then scroll down to “Study Offers Mixed Results on Impact

of High-Stakes Tests” under Across the Nation section.

3. Education testing Service report “An Uneven Start: Indicators of Inequality

in School Readiness” at www.ets.org.

To find: At www.ets.org, click “Research,” then “Research Home.” Go to

Search and type in “An Uneven Start: Indicators of Inequality in School

Readiness.” Click on 009741 cover.

Critical Thinking

1. Read the article “Opening Exercises — Or Never-Never Land” in the

October, 2002 issue of the journal Phi Delta Kappan, pages 109–111. What

does the author believe about the achievement gap? Is the author’s

opinion founded in the research base?

2. Read the article “Criticism Over New Head Start Testing Program Mounts”

in the January 14, 2004 issue of Education Week online at

www.edweek.org. Why does Samuel Meisels oppose the testing plan?

Examine his arguments.


bar. Click on Education Week Tables of Contents. Click on Jan. 14, 2004

“Issue 18” and then scroll down to “Criticism Over New Head Start Testing

Program Mounts” under Across the Nation section.

3. Read the four related letters to the editor printed in the December 10, 2003

issue of Education Week under the headline “Achievement Gaps: The

Hottest Topic is the Hardest to Comprehend.” Access it online at

www.edweek.org. Discuss the varying points of view. Do the writers have

legitimate arguments?


bar. Click on Education Week Tables of Contents. Click on Dec. 10, 2003

“Issue 15” and then click on “Letters.”

Transparencies

1. Assessment should guide planning and teaching

Objective Met?

Summative Evaluation

Formative Evaluation

Teach

Preassess

Set Objective

YES

NO

2. Percent of schools that give kindergarten placement tests

100

90

80

70

60

50

40

30

20

10

0

Per

cen

t

Schooladministersentrance orplacement

test

Testing foreligibility for

entrancewhen child

is belowcutoff age

Testing forclass

placementdecisions

Testing toidentify

children whomay needadditional

testing andevaluation

Testing toindividualizeinstruction

Testing tosupportpossible

recommendationfor delay

61

1319

4752

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What Do We Know About Early Childhood Education? Research

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