Jemimah L. Young

The Use of Confidence Intervals as a Meta-Analytic Lens to Summarize the Effects of Teacher Education Technology Courses on Preservice Teacher TPACK.

Abstract The validity and reliability of the Technological Pedagogical Content Knowledge (TPACK) framework to measure the extent to which teachers can teach with technology, hinges on the ability to aggregate results across empirical studies. We synthesized mean difference effect sizes resulting from university classroom studies, which used a survey of preservice teacher knowledge of teaching with technology (TKTT) using confidence intervals (CIs). We then characterized the mean effect sizes for the influence of classroom instruction on preservice teacher TPACK by graphing CIs across studies from 2009 until 2011. The results present approximations of TPACK population parameters as well as implications for researchers and teacher educators.

Standing in the Gaps: Examining the Effects of Early Gifted Education on Black Girl Achievement in STEM:

The purpose of this study was to explore the differential effects of access to gifted education on the mathematics and science achievement of fourth-grade Black girls. This study utilized mean difference effect sizes to examine the magnitude of differences between groups. By convention, White girls were included as a comparison group. Girls receiving gifted instruction and girls not receiving gifted instruction were the populations of interest (N = 13,868). The mathematics results suggest that Black girls participating in gifted education statistically significantly outperform Black girls in the comparison group. The mean difference effect sizes for within-group differences were almost twice as large for Black girls compared with White girls. The science results indicate that Black girls receiving gifted instruction outperformed Black girls in the comparison group. White girls, regardless of access to gifted instruction, statistically significantly outperformed Black girls in science. These results inform the recommendations provided.

Deconstructing teacher quality in urban early childhood education

Purpose The purpose of this article is to deconstruct the extant scholarship on quality in early childhood education and to emphasize the importance of extending the literature to explore the potential influence that a teachers’ educational background may have on kindergarten readiness for African American children in urban early learning settings. Design/methodology/approach Research has identified high quality early education as a significant contributor to the academic success and development of young children. This article examines current conceptualizations and trends in early childhood education related to the needs of African American children. Findings Our assessment indicates that the early learning of African American children in urban settings warrants further consideration by educational stakeholders. Specifically, the process and structural quality of urban early learning environments requires more culturally responsive approaches to policy and practice. Originality/value Improving the early ...