Katy Green
University of West Georgia, Literacy and Special Education, Faculty Member
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Formal preparation and professional development with an explicit focus on the teaching of English to Speakers of Other Languages (ESOL) is essential. Thus, teacher preparation programs play a vital role in meeting this pressing need.... more
Formal preparation and professional development with an explicit focus on the teaching of English to Speakers of Other Languages (ESOL) is essential. Thus, teacher preparation programs play a vital role in meeting this pressing need. Practitioner inquiry has the potential to be a powerful anchor in clinical field experiences for teacher candidates working with emergent bilingual/multilingual students (EB). The purpose of this paper is to present practitioner inquiry as a promising pedagogical practice for teacher education, drawing from examples of implementation in an elementary, preservice teacher preparation program that leads to state credentialing in ESOL. Opportunities and challenges related to the use of this practice with teacher candidates, as well as recommendations, are discussed. Keywordspractitioner inquiry, professional development, teacher education, English to Speakers of Other Languages (ESOL), bilingual/multilingual students
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EJ949524 - Making Choices: A Proactive Way to Improve Behaviors for Young Children with Challenging Behaviors.
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This essay discusses the emergence of the program evaluation dissertation in our doctoral program as the preferred dissertation in practice (DiP) option. We also outline important considerations that must be reviewed with students when... more
This essay discusses the emergence of the program evaluation dissertation in our doctoral program as the preferred dissertation in practice (DiP) option. We also outline important considerations that must be reviewed with students when considering this approach. Our students are professional educational leaders in the settings where they conduct their dissertation research, emphasizing the importance of our doctoral faculty in addressing the potential implications of blending dissertation research with professional practice. Using the utilization-focused evaluation approach as a framework, we address professional and practical considerations to ensure effective evaluation designs to examine a specific problem of practice. These considerations include the student's relationship to the program being evaluated, the impact on their professional position, support for the evaluation, access to data collection, potential consent concerns, and the utilization of findings. We conclude wi...
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This paper reviews the research literature in mathematics for young children, with a focus on those with disabilities. Highlights on the importance of mathematics for young children, characteristics of young children with math... more
This paper reviews the research literature in mathematics for young children, with a focus on those with disabilities. Highlights on the importance of mathematics for young children, characteristics of young children with math difficulties or disabilities, math interventions for young children, math instruction in early childhood, and recommendations and implications for practice are presented. While there is a recent increase of literature on math with young children, there is a scarcity of research related to young children with disabilities, particularly utilizing evidence based interventions. Evidence supports the benefits of focusing on mathematics instruction in the preschool years for children with disabilities. Implications for personnel preparation for those working with young children in mathematics are presented.
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Increasingly, children with Autism Spectrum Disorder (ASD) are included in general education preschool classrooms. These children often have difficulties with socially appropriate peer interactions, social behavioral skills, and... more
Increasingly, children with Autism Spectrum Disorder (ASD) are included in general education preschool classrooms. These children often have difficulties with socially appropriate peer interactions, social behavioral skills, and communication. In early childhood, play is important for young children’s development in terms of understanding the world, self-regulation, social interaction, and communication. Using strategies such as setting the environment for social interaction, providing appropriate toys and centers, peer grouping, and adult facilitation can help teachers promote these crucial developmental skills in young children.