Dorothy Valcarcel Craig

Science Professors Serve as Mentors for Early Childhood Preservice Teachers in the Design and Implementation of Standards- Based Science Units

This study examined the use of science professors acting as mentors to enhance the science competency of early childhood educators. Findings indicate that mentor-mentee dyad interactions varied; however, mentors were able to assist with curriculum, science content, and resources. Although standards-based units were developed, there was little “real” science inquiry present. Findings did not support a higher-quality product that involved a mentoring relationship versus a nonmentoring relationship. The mentors’ lack of impact may have resulted from how the teacher candidate/science professor dyads “positioned” themselves relative to the others in developing a standards-based science unit.

Content Creators and Language Learners: Exploring Web 2.0 and Wikis

This qualitative study examined the use of Wikis and blogs among graduate students in an online class that was part of a teacher preparation program in English as a Second Language. Participants included practicing teachers and graduate assistants who represented a variety of learning environments and experiences. The study was framed by a set of overarching questions and utilized a variety of data sets, which were collected throughout the study. These included survey data on use of Web 2.0 tools, participant-designed classroom Wikis, instructional materials for language learning, regular education teachers, ESL teachers, and resources for administrators and community stakeholders. Analysis employed the Constant Comparative process and Grounded Theory. Findings indicate several hindrances as well as benefits to using Wikis in the PreK-higher education environment. Participants emerged as content creators and modeled the process for their ESL students.

Technology, Math, and the Early Learner: Models for Learning

As today’s preschoolers become the school-age children of tomorrow, early learning educators are faced with a unique and exciting challenge of integrating technology into mathematics instruction. This article examines theory, standards, guidelines, and rationale that supports technology in the preschool environment. Examining practices at 12 diverse preschool sites, four designs emerge as the “typical” models that enable early learners to engage and experience technology within a developmentally appropriate learning environment. The designs outlined are viewed through the lens of preschool mathematics instruction and provide early learning educators as well as parents with models for replication.

A League of Their Own: Gender Practices among Adolescents and Teachers in a Technology-Enhanced Learning Environment

The study—funded through a Dwight D. Eisenhower Professional Development Grant—examined gender differences and the process of Internet-assisted inquiry in a single-sex, technology-enhanced environment. Five group case studies consisted of various configurations selected from a cohort group of students and teachers representing two city school systems, five county systems, and one private school. A qualitative approach to research was implemented using the constant comparative method of data analysis. Data in the form of observational field notes, transcripts of video tapes, artifacts, and photos resulting from a two-week summer workshop revealed interesting findings regarding student behaviors while interacting with computers in a single-sex environment. Results from the study indicate that female students—when interacting within a single-sex environment—display similar behaviors as male students do when engaging in technology-enhanced activities. Additional findings show that the classroom teacher, operating within a theoretical framework and personal educational philosophy, can either hinder or enhance student processes.