Martha Taylor Dever

An Evaluation of Family Literacy Bags as a Vehicle for Parent Involvement.

Early childhood scholars concur that books and interactive reading between adults and children strongly support childrens reading achievement. Furthermore, they argue for the importance of involving families in their childrens education. The Family Literacy Bags (FLB) project described and evaluated here, is a parent involvement and education innovation designed to engage children and their families in reading books at home. To meet the diversity of family needs, some of the FLB contained materials in both Spanish and English. Findings from this inquiry conducted in four primarily rural, middle class school districts in the west, suggest that the FLB project encouraged home book reading in families. Furthermore, parents learned effective ways to read and discuss books with their children, new information about availability of various books, and information about their childrens developing language skills. Children demonstrated an initial and sustained interest in the FLB project. Suggestions for further research and parent education are discussed.

Building the university/public school partnership: A workshop for mentor teachers

Abstract Strong teacher education programs acknowledge the importance of a partnership between teacher education and public school faculties and the important role mentor teachers play in the education of student teachers. Studies suggest that mentor teachers trained in supervision are more effective than those who are not. This article describes the development, implementation, and evaluation of a workshop for mentor teachers that reflects the collaborative effort of university and public school faculties. The particular focus of this workshop was on giving feedback to student teachers. Evaluation data suggest that mentor teachers felt the workshop provided helpful information.

Standardized Entrance Assessment in Kindergarten: A Qualitative Analysis of the Experiences of Teachers, Administrators, and Parents

Abstract To assist early childhood educators in responding to mandated standardized assessment, the purpose of this qualitative inquiry was to acquire an in-depth understanding of the experiences of teachers, parents, and administrators in relation to two stated purposes of the assessment: assistance for planning curriculum, and providing information for parents to support literacy learning at home. This study resulted in grounded theory about the strengths and weaknesses of standardized testing in kindergarten. In sum, the strengths that emerged from these data include: a) some immediate information at a glance; b) consistency of information with the core curriculum and across districts; c) time and opportunity for one-on-one interaction among teachers, parents, and children; d) time and opportunity to begin parent and teacher dialogue; and e) ease of the first day of school. The weaknesses that emerged from these data include: a) the narrow scope of information gleaned; b) lack of validity of the results; c) the potential for placing undue importance on the assessment, resulting in inappropriate practice; d) limited changes in the curriculum; e) misuse of instructional time; and f) anxiety for teachers, parents, and children.

The Evolution of a Teacher: A Two-Year Case Study

Abstract This article describes the results of a 2-year case study that focuses on a teacher, Renee, and her evolution from primarily teacher-centered practice toward more student-centered practice. The findings provide grounded theory about the process of teacher change as well as an in-depth understanding of one teachers experience. The findings that emerged from the inquiry include a description of constraints to change Renee encounters and the factors that support changes she successfully implements. Connections are made to existing literature. Implications for staff development and teacher education programs are highlighted.

Play as a Context for Literacy Learning: A Qualitative Analysis

This study took what we know about the benefit of socio‐dramatic play to the literacy learning of younger children and applied it to the literacy learning of first graders. Three players were studied in their school setting here the researcher, functioning as a participant observer, mediated literacy events through modeling, suggesting, and providing a supportive presence. Observed literacy events reflected what the players knew about the functions and conventions of print relative to various play themes. Socio‐dramatic play provided a vehicle through which the players practiced what the knew about literacy and provided an opportunity for them to think about literacy in the context of various play themes. The adult mediation during the play served to enhance the players’ incorporation of literacy events into their play.

Advocating for Young Children: A Preservice Teacher Education Project

As experts on the nature and needs of young children, early childhood educators are in prime positions to advocate for the health and well-being of young children. Advocacy can take the form of personal, public, or private-sector endeavors. Personal advocacy is usually informal and involves educating others on an issue about early childhood education. Similarly, public advocacy involves educating policy makers, and private-sector advocacy is directed toward businesses. The project described here is a course assignment for undergraduate teacher candidates in which they learn about advocacy strategies and design and implement authentic advocacy projects. Sample projects are discussed. Engaging in this project has raised awareness for teacher candidates about the importance of and strategies for being advocates. The response from early childhood teacher candidates has been positive.

Engaging teacher education students in an authentic parent education project

(2001). Engaging teacher education students in an authentic parent education project. Journal of Early Childhood Teacher Education: Vol. 22, No. 2, pp. 59-62.