Sandra M. Linder

A mixed-methods investigation of early childhood professional development for providers and recipients in the United States

This multi-phase mixed-methods study explores provider and recipient perceptions of the current state of early childhood professional development in a southeastern area of the United States. Professional development for the early childhood workforce has been shown to positively influence the quality of early childhood classrooms. This study examines 320 providers and 1022 recipients (including childcare teachers, Head Start teachers and 4k teachers in public school districts) who completed surveys examining the types of professional development opportunities they experienced over the previous year. Findings from these surveys were used to determine a subsample of providers (n = 20) and recipients (n = 27) who were interviewed to gain a deeper understanding of these experiences. Findings from this study indicate overall dissatisfaction with the quality and purpose of current professional development opportunities. Participants describe a lack of access to high-quality experiences and suggest that professional development requirements should be restructured to be based on recipient needs rather than focus on a prescribed set of topics. In addition, data suggest that follow-up support or evaluation of professional development experiences rarely occurs in these settings. Implications for practice and future research are discussed.

Using Dance to Deepen Student Understanding of Geometry

This article provides an example of a collaborative effort between a dance specialist and four third-grade classroom teachers at an arts magnet school. They developed a dance and geometry integration project including implementation strategies, assessment tools, and reflections completed by both the classroom teacher and the third-grade students. The dance specialist and the classroom teacher worked collaboratively to develop an integrated learning experience for students based on national geometry and dance standards. Students worked in groups to create a geometry dance based on selected dance and geometry concepts. Students planned and practiced their dances using a teacher-created rubric as a guideline for including essential geometric and dance elements. The teachers assessed the students’ geometry dance performances using the rubric, which included both geometry standards and dance standards and objectives. Interdisciplinary partnerships are the perfect stage for learning in both subject areas. However, developing and implementing assessment of learning in both subject areas can be a challenge. The goal of interdisciplinary teaching is to equally blend both subject areas so students can experience how different modes of learning contribute to a comprehensive learning experience. In this article the authors describe an assessment process that recognizes the integrity of both dance and geometry as an integrated unit for third-grade students. The following vignette, which occurred in a third-grade classroom, describes how an identified rubric is used by the students as they create and discuss their geometry dances. Although snow is lightly falling outside the classroom window, students inside work diligently on their geometry dances. Group 1 is utilizing the rubric that is posted on the Promethean board (a type of interactive smart board) to guide their practice. They decide in what order they want to include each math element and begin breaking each element down into an eight-count movement. A student in Group 2 tells her group, “We need a line of symmetry.” Another student adds, “We have to show different levels.” The four group members subdivide the group into two pairs. One pair of students mirrors the other pair to show a line of symmetry. They take eight counts to move from this position to a polygon with eight sides using their arms. Then they move into their next position by having two members form an acute angle with their arms while the other two members form a circle around them with their arms. After the groups worked on their dances, they were given the opportunity to show the class their progress. Group 2 performs their dance first while the rest of the class sits on the perimeter of the rug to watch. One student begins the discussion with the first suggestion. He states, “They didn’t have smooth transitions.” The dance teacher replies, “Can you rephrase that as something more positive that they can work with?” The student rewords his initial statement, “You need to be more focused and have more concentration so you can have smoother transitions and have a good dance.” The teacher nods in agreement. “One thing I noticed,” another student says, “I didn’t see a repeated phrase.” Another student remarks, “Maybe you should try not to say what you were doing to see if we could figure it out. They would have to be more clear with their bodies if they didn’t say it. That would make the dance better.” The scene just described provides a view into a thirdgrade classroom where students are participating in an arts-integrated learning experience. Working collaboratively, the dance teacher and the classroom teachers developed an integrated learning experience. Students were assigned

The Impact of Studying Abroad on Male Preservice Teachers: A Phenomenological Investigation.

In this article, the authors describe changes in preservice teachers’ perceptions of and attitudes regarding diversity following a semester-long study abroad experience. Phenomenological methods were used to analyze data collected from five male preservice teachers during a study abroad to Brussels, Belgium in the Fall of 2010. Changes in participants’ definition and attitudes regarding diversity and resulting implications for practice were evident.

Determining Teacher Candidates’ Attitudes Toward Global-Mindedness

In a world characterized by interconnectedness and interdependence, it is essential that teachers are able to effectively teach with a global perspective. To that end, it is necessary for teacher education programs to understand how students view the world around them to be able to best prepare them to teach with this global teaching perspective. This study examines the global-mindedness of introductory-level teacher education candidates at a research university in the southeastern United States. The Global-mindedness Scale was used to survey 337 participants at the beginning of their first course related to education. Findings indicate that participants were moderately globally minded; however, participants took a neutral stance on more than one third of survey items suggesting a high-level of lack of awareness or indifference. Participants were particularly indifferent on items related to interconnectedness and globalcentrism. Additionally, we found participant responses varied according to some demographic characteristics such as planned teaching area, experience in and with individuals from other countries or cultures, and plans to study abroad.

Building Content and Communities: Developing a Shared Sense of Early Childhood Mathematics Pedagogy

This article presents results from a case study analyzing the process of change for early childhood educators as they engage in a semester-long professional development (PD) experience focused on developing a teacher research agenda related to mathematics instruction. During this PD experience, 11 participants (5 second-grade and 6 third-grade teachers) developed a research question, collected and analyzed data, and used results to inform mathematics instruction. The overarching question guiding this study was: How does an ongoing mathematics PD model focused on developing a teacher research agenda impact the instructional practice of second- and third-grade teachers? Instructional shifts were apparent across participants, but only after building a shared sense of community during PD sessions.

Understanding contextual influences of community reintegration among injured servicemembers.

As part of a larger mixed-methods research project investigating the influence of contextual factors on community reintegration (CR), this qualitative study sought to understand the subjective experiences of injured servicemembers and their perception of how contextual factors influenced their CR. More specifically, this article addresses how the influences of contextual factors differ between injured servicemembers with different levels of CR. Using a phenomenological framework, semistructured interviews were conducted with nine injured, community-dwelling servicemembers with low, moderate, and high levels of CR (three per category). Participants provided in-depth descriptions of the contextual barriers and facilitators of CR. Thematic analysis indicated the importance of social support and personal factors (e.g., self-efficacy, personal motivation) as the primary means for being reintegrated into their homes and communities. Other themes indicated factors that had an indirect but important influence on CR, including adapted sports, recreation, and other social programs; rehabilitation programs and therapists; school, work, and volunteering; and organizations and policies in developing social supports and personal factors. Comparisons between servicemembers indicated participants with low CR described many more contextual barriers and far fewer contextual facilitators to reintegration than those with high CR. Those with moderate CR were unique in that they described many facilitators and barriers to reintegration.

The Effects of Yoga Participation on Women's Quality of Life and Symptom Management During the Menopausal Transition: A Pilot Study

Typically lasting 5–10 years, the menopausal transition is associated with symptoms including hot flashes, night sweats, and labile mood. As these symptoms often hinder a womans successful functioning in everyday life, hormone therapy is commonly prescribed as a means to diminish symptoms. Many women, however, are seeking complementary and alternative treatments due to side effects and/or detrimental health-risks associated with conventional therapies. We completed a mixed methods study to determine changes in physiological symptoms associated with menopause and changes in womens quality of life, as a result of participation in a 10-week yoga intervention.

Building on Successes: Reflections from Two Approaches to Study Abroad for Undergraduate and Graduate Students

Abstract This essay offers suggestions for faculty who are designing study abroad (SA) experiences by outlining a three-week Maymester study abroad to Reggio Emilia, Italy, and a semester-long study abroad to Brussels, Belgium. The authors reflect on commonalities in planning, recruiting, preparing students, and conducting each trip, as well as some of the differences in the experiences for both students and faculty.

Connecting the Mathematics Identity of Early Childhood Educators to Classroom Experiences for Young Children

This chapter examines the mathematics identities of early childhood educators in birth to five-year-old settings. Connections are explored between how these educators perceive their role in promoting mathematics in child care settings and the opportunities afforded to the children in these settings. Results are presented from a phenomenological investigation of how participants view teaching and learning mathematics and how they experience mathematics teaching with young children. Participants (n = 8) were Head Start and Early Head Start teachers involved in a year-long mathematics professional development experience. They were chosen based on their level of implementation of practices recommended to them through professional development. In-depth interviews and classroom observations were conducted and results compared to determine how mathematics identity influenced practice. Example vignettes describe how these teachers implemented mathematics with young children. Embedded in these examples is a discussion of next steps for these teachers in terms of their own professional growth.

Towards an understanding of early childhood mathematics education: A systematic review of the literature focusing on practicing and prospective teachers:

This article presents the results of a literature review spanning 15 years (2000–2015), identifying empirical research relating to early childhood mathematics education. A total of 1141 articles were identified and examined in order to determine the current state of research in terms of location, participants, research questions, and the research methodology commonly used in this body of literature. Following a discussion of the overarching view of the literature, the authors present an analysis of a subsection of the literature, focusing on practicing and prospective teachers’ practice.