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Below are some of the many topics featured
in issues of Harvard Education Letter (HEL) and Harvard
Educational Review (HER) as well as links to related online
resources. Building this page is an ongoing project. Click to email
with suggestions of your favorite links/resources: Suggestions
Afterschool Programs
Co-Teaching
Early Childhood Assessment
Lesbian, Gay, Bisexual, Transgender Issues
Minority Achievement
PreK-3 Mathematics
PreK-3 Teacher Preparation
Reading
Response to Intervention
Retention
Science Education
Social and Emotional Learning
Substitute Teaching
Teacher Excellence
Afterschool
Programs
Co-Teaching
Early Childhood
Assessment
Lesbian, Gay, Bisexual, Transgender
Issues
Minority Achievement
PreK-3 Mathematics
Online Resources for PreK-3
Math:
- K. Merseth. “How Old is the Shepherd?
An Essay about Mathematics Education.” Phi
Delta Kappan March 1993.
This article explores three crucial factors linked to America’s
lower levels of mathematical achievement; society’s views
on mathematics, the outdated and insufficient school curricula,
and the lack of prepared teachers.
- D. Ball, J. Ferrini-Mundy, J. Kilpatrick, R.
Milgram, W. Schmid, and R. Schaar. “Reaching for Common
Ground in K-12 Mathematics Education.” Available online
at:
www.maa.org/common-ground/cg-report2005.html
Resulting from two meetings between mathematicians and mathematics
educators, the document develops a list of key points for successfully
educating K-12 students in the field of mathematics.
- P. Daro. “Math Warriors, Lay Down Your
Weapons.”
Available online at: www.edweek.org/ew/articles/2006/02/15/23daro.h25.html?print=1
After identifying a solid elementary school foundation in mathematics
as the key to success for students, this document explores the
changes needed to make that preparation possible.
- R. Charlesworth. “Prekindergarten Mathematics:
Connecting with National Standards.” Early
Childhood Education Journal. Vol. 32. No. 4. February
2005.
This article examines the fundamental concepts necessary for Prekindergarten
students to excel in mathematics, while also including descriptions
of how parents and educators can instill those crucial concepts.
- R. Gersten, N. Jordan and J. Flojo. “Early
Identification and Interventions for Students with Mathematics
Difficulties.” Journal
of Learning Disabilities; Jul/Aug 2005.
Mathematical difficulties are the focus of this document; from
existing capabilities for early identification, to the prospects
of early intervention and the strategies educators can use.
- L. Jacobson. “EWA
Pre-K Education Survey: Pre-K and preschool coverage continues
to grow.”
The EWA survey found that although Early-childhood education has
recently become a considerable topic of interest for journalist,
Prekindergarten issues are still not given significant coverage
in the media.
- “Curriculum
Focal Points for Prekindergarten through Grade 8 Mathematics”
National Council of Teachers of Mathematics. 2006
This document provides a set of focal points for educating students
in mathematics, both in terms of short and long-term actions that
can be taken by educators. The ideas presented serve as a development
of Principles and Standards for School Mathematics which was published
by the National Council of National
Center for Children in PovertyTeachers of Mathematics in 2000.
- L. Klein. J. Knitzer. “Effective
Preschool Curricula and Teaching Strategies.” September
2006.
This article is a result of a meeting held by the (NCCP) with
researchers, educators and policymakers which delved into ways
that coherent curricula and professional development can impact
the achievement gap between low-income and affluent Pre-K students.
- “Helping Children Learn Mathematics.”
American
Educator. Fall 2005.
In this edition of American Educator, the importance of a foundation
in mathematics is explored from every angle. A sample of subjects
delved into include the transition in mathematics curriculum during
the elementary school years and the level of preparation and experience
that should be required to teach mathematics to children.
- S. Griffin. “Number Worlds: A Research-Based
Mathematics Program for Young Children.” In D. Clements,
J. Saroma, and A.M. DiBiase (Eds.) Engaging
Young Children in Mathematics. 2003.
This document explores the goals and features of the Number Worlds
program, which starts by integrating children into the worlds
of counting numbers, quantity, and formal symbols. Further aims
of the program include helping children become aware of representations
of numbers in our culture and creating visual-spatial learning
environments.
- S. Griffin. “Laying
the Foundation for Computational Fluency in Early Childhood.”
Teaching Children Mathematics. February 2003.
Dispelling the myth that computational fluency and number sense
must be taught separately, this article examines the strong relationship
between the two types of knowledge in early childhood development.
- S. Griffin “Fostering the Development
of Whole-Number Sense: Teaching Mathematics in the Primary Grades.”
In M.S. Donovan & J.D. Bransford (Eds.), How
students learn: History, mathematics, and science in the classroom.
Washington, DC: The National Academics Press. 2005.
The foundation of this article is three important questions: Where
are you now?, Where do you want to go?, and What is the best way
to get there? The author has based her own classroom instruction
on these three questions, and now uses them to guide other teachers
on how to teach mathematics effectively in the Pre-K-2 years.
- American
Educator. Fall 2005.
In the Fall 2005 issue of American Educator titled “Helping
Children Learn Mathematics,” a wide range of topics is explored;
from developing a coherent curriculum to determining the level
of mathematics knowledge a teacher must possess.
- Clements, Doug. Sarama, Julie. “Creative
Pathways to Math.”
Available online at: http://content.scholastic.com/browse/article.jsp?id=3422
This article suggests a variety of interesting ways to help students
develop early skills in mathematics through their everyday activities.
Organizations:
- The
Program on Mathematics and Science Cognition and Learning, Development
and Disorders: The National Institute of Child Health and Human
Development
Incorporating students from the Pre-K to undergraduate years,
this Program involves research in every level of mathematical
thinking and problem solving, while also focusing on scientific
reasoning, learning, and discovery. The Program is just one facet
of the NICHD, which encourages research on a variety of issues
related to the health of adults, children, families, and communities.
- Center
for the Study of Mathematics Curriculum at the University
of Missouri-Columbia
In order to bring about a significant improvement in mathematics
education, the center advocates the development of coherent K-12
mathematics learning goals and standards.
- The
National Council of Teachers of Mathematics
As a public voice of mathematics education, the Council disseminates
research on mathematics education, works for policy improvements
and assists teachers through professional development.
PreK Teacher Preparation
Online Resources for PreK Teacher Preparation:
- Debra J. Ackerman, “Getting Teachers
from Here to There: Examining Issues Related to an Early Care
and Education Teacher Policy.” Early Childhood Research
& Practice, Spring 2005.
This article discusses several research projects that have found
that teachers who hold a BA, especially one relating to early
childhood education, are more effective in the classroom and provide
better-quality care. It considers the Abbott district project
in New Jersey and uses findings from the project to propose how
best to implement a BA-required policy on a wider basis.
- The American Association of Colleges for Teacher
Education, “The Early Childhood Challenge: Preparing High
Quality Teachers for a Changing Society.”
Available online at http://www.aacte.org/News_Awards/Press_Room/ECEpaper.pdf
This paper examines schools, colleges, departments of education,
and other institutions involved in the process of preparing teachers
in early childhood education. It calls for every preschool teacher
to have both a bachelor’s degree and certification in the
early childhood field.
- Association for Children of New Jersey, “Does
‘Qualified’ Mean ‘Quality?’ Filling the
Gaps of New Jersey’s Early Childhood Teacher Training System.”
Available at
http://cesp.rutgers.edu/events/PEI18.pdf
This brief discusses the results of a recent Foundation for Child
Development report which examined resources for teacher preparation
and professional development in New Jersey.
- C. Lobman, S. Ryan, and J. McLaughlin. “Reconstructing
Teacher Education to Prepare Qualified Preschool Teachers: Lessons
from New Jersey.” Early Childhood Research and Practice,
publication forthcoming.
- Carrie Lobman, Sharon Ryan, Jill McLaughlin,
and Debra J. Ackerman, “Educating Preschool Teachers: Mapping
the Teacher Preparation and Professional Development System in
New Jersey.”
Available online at
www.acnj.org
This report discusses New Jersey’s system of preschool teacher
preparation and professional development. It examines the system’s
ability to meet the demand for preschool teachers, documents the
pedagogy behind training and development programs and workshops,
and highlights the gaps between standards of what preschool teachers
should know and the programs available to teach them.
- Center for the Study of Child Care Employment,
“Training the Next Generation of Teachers: A Preliminary
Survey of California’s Higher Education Programs In Early
Childhood Education and Child Development” (2004). Contributors:
Marcy Whitebook, Ban Bellm, Erika Cruz, Michelle Munn, Joon Yong
Jo, Mirella Almaraz, and Yuna Lee.
Available online at
http://repositories.cdlib.org/iir/iirwps/iirwps-101-04/.
This paper examines the college and university degree programs
in early childhood education and child development offered by
the state of California.
- David L. Kirp, “Before School.”
The Nation, November 21, 2005.
This article discusses California’s leading role in the
movement toward publicly supported early education. The state
has docketed a $2.3 billion initiative to ensure access to preschool
for every child and will go to a vote in June 2006.
- Debra Williams, “Testing Tykes,”
Catalyst Chicago, Vol. XVII Number 2: October 25, 2005.
Available online at http://www.catalyst-chicago.org/issue/index.php?issueNo=115
The October 2005 edition of the magazine is dedicated to early
childhood education, and the cover story deals with the complications
and advantages of testing preschool-aged children.
- E. Frede, “Assessment in a Continuous
Improvement Cycle; New Jersey’s Abbott Preschool Program.”
New York: National Early Childhood Accountability Task Force of
the Pew Charitable trusts.
For information, contact: efrede@tcnj.edu.
- New Jersey Department of Education, Office
of Early Childhood Education. “Abbot Preschool Program Implementation
Guidelines.”
Available online at http://www.nj.gov/njded/ece/abbott/guidelines/guidelines.pdf
This paper contains a collection of Department of Education guidelines
aimed at helping the state of New Jersey implement the orders
given by the New Jersey Supreme Court to create the Abbott school
districts.
- New Jersey Department of Education, Office
of Early Childhood Education. “Giant Steps for the Littlest
Children: Progress in the Sixth Year of the Abbott Preschool Program.
Year Three Initial Update, 2004-2005. Early Learning Improvement
Consortium.”
Available online at
http://www.state.nj.us/njded/ece/abbott/giantsteps/
This report provides the initial findings of the third year of
the ELIC study. It reports that the Abbott preschool program has
increased its reach and quality and that in its most recent year,
it served over 39,000 children.
- New Jersey Department of Education, Office
of Early Childhood Education. “Early Childhood – P-3
Programs in NJ.”
Available online at
http://www.nj.gov/njded/njpep/pd/p3/about.html
This report is an explanation of New Jersey’s newest teaching
certificate, which certifies that a teacher is qualified to teach
students from preschool to third grade. It explains the two possible
processes by which individuals may receive the certificates, which
are required of every teacher at the head of a classroom in an
Abbott school district in New Jersey.
- S. Herzenberg, M. Price, and D. Bradley. Losing
Ground in Early Childhood Education: Declining Workforce Qualifications
in an Expanding Industry. Washington, DC: Economic Policy Institute,
2005.
Available online at
www.epi.org/content.cfm/ece
This report discusses the results of a study that finds that the
Early Childhood Education sector can no longer consistently attract
and hold onto well-educated teachers. The report calls for state
and national policymakers to reverse the fall in the qualifications
of ECE staff.
- Sharon Ryan and Debra J. Ackerman, “Getting
Qualified: A Report on the Efforts of Preschool Teachers in New
Jersey’s Abbot Districts to Improve their Qualifications.”
Available online at
www.acnj.org
This report focuses on the demographics, salaries, and work experience
of teachers who teach in the New Jersey Abbott school districts.
It also describes their efforts to earn the bachelors degrees
and P-3 certification mandated by the Court. The report is based
on a 2002-2003 survey that polled 689 teachers.
- William T. Gormley Jr., Ted Gayer, Deborah
Phillips, and Brittany Dawson, “The Effects of Universal
Pre-K on Cognitive Development.”
Available online at
http://www.apa.org/releases/dev416-gormley.pdf
This report relates the results of study comparing test scores
of children just beginning pre-kindergarten with those of children
just finishing it. The study found that test scores were higher
for those who had completed pre-kindergarten across a variety
of ethnic and socioeconomic groups.
- W.S. Gilliam and C.M. Marchesseault. From Capitols
to Classrooms, Policies to Practice: State-Funded Prekindergarten
at the Classroom Level. “Part 1: Who’s Teaching Our
Youngest Students? Teachers Education and Training, Experience,
Compensation and Benefits, and Assistant Teachers.” New
Haven, CT: Yale University Child Study Center, 2005.
Available online at
nieer.org/resources/files/NPSteachers.pdf.
Discusses the state’s involvement in early childhood education
and provides an overview of the descriptive data collected during
the National Prekindergarten Study, concentrating particularly
on the characteristics of teachers currently teaching in the prekindergarten
space.
Reading
Response to Intervention
Online Resources for Response
to Intervention:
- M.R. Coleman, V. Buysse, and J. Neitzel. “Recognition
and Response: An Early Intervening System for Young Children At-Risk
for Learning Disabilities.” Chapel Hill: University of North
Carolina at Chapel Hill, FPG Child Development Institute, 2006.
Available online at: www.fpg.unc.edu
This document examines the background and current capabilities
of the Recognition and Response strategy, while also emphasizing
a need for continued research and development. The authors address
the new focus on the detection of learning disabilities among
Pre-K children, as opposed to traditionally waiting for discrepancies
between I.Q. and academic performance to appear.
- D. Fuchs, D. Mock, P.L. Morgan, and C.L. Young.
“Responsiveness-to-Intervention: Definitions, Evidence,
and Implications for the Learning Disabilities Construct.”
Learning
Disabilities Research & Practice, 18, no. 3 (2003):
157-171.
In this report, the authors delve into the debate over the way
in which educators should identify children with learning disabilities.
Their main focus is an examination of all aspects of the two versions
of Responsiveness-to-Intervention; the "problem-solving"
model and the "standard-protocol" approach.
- G.R. Lyon et al. “Rethinking Learning
Disabilities,” in Rethinking
Special Education for a New Century. Washington DC: Progressive
Policy Institute and Thomas B. Fordham Foundation, 2001.
Focusing on bringing the approaches of learning disabilities into
the new millennium, this paper highlights the discrepancy between
theory and practice in the field of Special Education. The document
attempts to move educators forward in the hopes that they will
take advantage of the scientific research of the last three decades
to develop informed policy.
- L.C. Moats. “Teaching Reading Is Rocket
Science: What Expert Teachers of Reading Should Know and Be Able
to DO.” Washington DC: American Federation of Teachers,
1999.
Available online at:
www.aft.org/pubs-reports/downloads/teachers/rocketsci.pdf
This report emphasizes the crucial link between the development
of strong reading skills and success in the classroom and beyond.
The author addresses the significant obstacles facing teachers
trying to develop these necessary reading skills, while also calling
for the changes in teacher preparation and professional development
necessary to overcome them.
- S.E. Shaywitz et al. “Persistence of
Dyslexia: The Connecticut Longitudinal Study at Adolescence,”
Pediatrics 104, no. 6 (1999): 1351-1359. Available online at:
www.pediatrics.aappublications.org
For this study, adolescents were chosen from among the Connecticut
Longitudinal Study of 1983, in which students had been diagnosed
with Dyslexia during their early school years. Through an examination
of their condition as young adults, this report attempts to draw
conclusions about the amount of progress one can expect from early
detection and treatment of Dyslexia.
- Florida Center for Reading Research
http://www.fcrr.org/
Founded in January 2002 by Governor Jeb Bush, the Florida Center
for Reading Research seeks to combine initiatives in research,
policy, and technical assistance in order to advance literacy
in Florida’s schools.
- International Reading Association
http://www.reading.org/resources/issues/focus_rti.html
Since 1956, the International Reading Association has consisted
of professionals striving to instruct readers of all ages. The
organization makes it their goal to promote literacy on three
levels; improving the methods of reading instruction, promoting
new research and instilling the concept of reading as a life-long
endeavor.
- National Association of State Directors of
Special Education, Inc.
http://www.nasdse.org/projects.cfm
The National Association of State Directors of Special Education,
Inc. works with state education agencies to maximize educational
opportunities for children with disabilities. One facet of the
organization, The Response to Intervention Project, attempts to
facilitate the successful implementation of RtI by providing information
for educators and policy-makers.
- National Center for Learning Disabilities
http://www.ncld.org/
At the core of the National Center of Learning Disabilities is
an emphasis on the dignity of every person. The organization aims
to provide opportunities for individuals with learning disabilities
of all ages, whether in the classroom, the workplace or beyond.
- RtI website:
http://www.ncld.org/content/view/1002/389/
The Response to Intervention website offers a variety of resources
to help parents and educators understand this new strategy, which
stresses early detection of learning disabilities in Pre-K children.
- Recognition & Response website: http://www.recognitionandresponse.org/
The Recognition & Response website provides information and
strategies for educators of children between three and five in
an effort to facilitate the early detection of learning disabilities.
- National Research Center on Learning Disabilities
http://nrcld.org/
The National Research Center on Learning Disabilities participates
at all levels of the struggle for effective educational opportunities
for students with learning disabilities. The organization conducts
educational research, formulates recommendations, disseminates
findings and provides technical assistance at local, state and
national levels.
- U.S. Department of Education IDEA website:
http://idea.ed.gov/
The Individuals with Disabilities Education Act (IDEA) is a law
that guarantees services to children with disabilities, including
access to special education and early intervention programs.
- Wrightslaw
http://www.wrightslaw.com/info/rti.index.htm
The Wrightslaw website offers articles, free publications and
recommended websites to provide a greater understanding of all
that the successful implementation of Response to Intervention
entails.
Retention
From HEL:
Science Education
From HEL:
Social and Emotional Learning
From HEL:
Substitute Teaching
Teacher Excellence
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