Early childhood educators’ knowledge, beliefs, education, experiences, and children’s language- and literacy-learning opportunities: What is the connection?

In this study, we investigated how multiple types of knowledge and beliefs, along with holding an early childhood-related degree and teaching experience, were linked to amounts of early childhood educators’ language and literacy instruction. Quantile regression was used to estimate associations between these variables along a continuum of language and literacy instruction for 222 early childhood educators. In general, low levels of language- and literacy-related instruction were observed; however, the use of quantile regression afforded unique insight into the associations of knowledge, beliefs, education, and teaching experience with instruction when levels of instruction were sufficient. These findings would not have been visible with traditional, linear regression models. Specifically, two types of knowledge were examined: disciplinary-related content knowledge about the structure of language and knowledge for use in teaching language and literacy to young children. Only educators’ disciplinary content knowledge was associated with amount of instruction. Associations between beliefs about language and literacy instruction and amount of instruction were less consistent. Generally, holding an early childhood related degree was positively associated with language and literacy instruction whereas teaching experience was negatively associated with the amount of instruction. Implications for studying educators and understanding the associations among educator characteristics and instruction are discussed

Shearwater Foraging in the Southern Ocean: The Roles of Prey Availability and Winds

Background Sooty (Puffinus griseus) and short-tailed (P. tenuirostris) shearwaters are abundant seabirds that range widely across global oceans. Understanding the foraging ecology of these species in the Southern Ocean is important for monitoring and ecosystem conservation and management. Methodology/Principal Findings Tracking data from sooty and short-tailed shearwaters from three regions of New Zealand and Australia were combined with at-sea observations of shearwaters in the Southern Ocean, physical oceanography, near-surface copepod distributions, pelagic trawl data, and synoptic near-surface winds. Shearwaters from all three regions foraged in the Polar Front zone, and showed particular overlap in the region around 140°E. Short-tailed shearwaters from South Australia also foraged in Antarctic waters south of the Polar Front. The spatial distribution of shearwater foraging effort in the Polar Front zone was matched by patterns in large-scale upwelling, primary production, and abundances of copepods and myctophid fish. Oceanic winds were found to be broad determinants of foraging distribution, and of the flight paths taken by the birds on long foraging trips to Antarctic waters. Conclusions/Significance The shearwaters displayed foraging site fidelity and overlap of foraging habitat between species and populations that may enhance their utility as indicators of Southern Ocean ecosystems. The results highlight the importance of upwellings due to interactions of the Antarctic Circumpolar Current with large-scale bottom topography, and the corresponding localised increases in the productivity of the Polar Front ecosystem

Early childhood educators’ knowledge, beliefs, education, experiences, and children’s language- and literacy-learning opportunities: What is the connection?

In this study, we investigated how multiple types of knowledge and beliefs, along with holding an early childhood-related degree and teaching experience, were linked to amounts of early childhood educators’ language and literacy instruction. Quantile regression was used to estimate associations between these variables along a continuum of language and literacy instruction for 222 early childhood educators. In general, low levels of language- and literacy-related instruction were observed; however, the use of quantile regression afforded unique insight into the associations of knowledge, beliefs, education, and teaching experience with instruction when levels of instruction were sufficient. These findings would not have been visible with traditional, linear regression models. Specifically, two types of knowledge were examined: disciplinary-related content knowledge about the structure of language and knowledge for use in teaching language and literacy to young children. Only educators’ disciplinary content knowledge was associated with amount of instruction. Associations between beliefs about language and literacy instruction and amount of instruction were less consistent. Generally, holding an early childhood related degree was positively associated with language and literacy instruction whereas teaching experience was negatively associated with the amount of instruction. Implications for studying educators and understanding the associations among educator characteristics and instruction are discussed

Assessing Preschool Professionals’ Learning Experiences in Ohio: What Have We Learned?

In the Assessing Preschool Professionals’ Learning Experiences (APPLE) project, we partnered with ecQ-net and the Ohio Department of Education to conduct an independent evaluation of Ohio’s statesponsored language and literacy professional development for early childhood educators. Participating educators were randomly assigned to experience the state’s 30-hour language and literacy professional development course, the course plus ongoing in-class coaching, or professional development on an alternative topic. Largely, the language and literacy professional development did not improve educators’ knowledge, dispositions, or classroom practices, nor did it improve children’s language and literacy outcomes. This may have been due to variability in implementation. Although the professional development was rated favorably, course sessions varied in the extent to which key components were implemented and educators received widely differing amounts of coaching. Overall, results caution against investing in large-scale professional development without evidence that such efforts yield intended benefits for educators and children

Effectiveness of Large-Scale, State-Sponsored Language and Literacy Professional Development on Early Childhood Educator Outcomes

The current study investigated the effectiveness of large-scale, state-sponsored language and literacy professional development (PD) intended to improve early childhood educators’ knowledge, beliefs, and practices. PD was offered in a real-world context and delivered at scale across the state, implemented by an independent contractor. Educators (n = 535) were randomly assigned to participate in one of three types of PD: 30 hrs of language and literacy PD presented in a workshop format, 30 hrs of language and literacy PD plus monthly coaching, or PD on alternative topics (comparison). Baseline and outcome measures were collected by an independent research team to determine PD effectiveness. Growth curve analyses showed little change in educator outcomes over an 18-month period, with no differences among conditions or evidence of moderation by educator or classroom characteristics. Explanations for lack of PD impacts and the importance of evaluating educational investments are discussed. Includes supplementary materials

Case report: Improving quality of care in Kazakhstan institutions

This project is a community case study implemented by local professionals and caregivers to improve the quality of caregiving in two Kazakhstan institutions for infants and toddlers. Local professionals first received comprehensive training by an international team experienced in relevant research-based practices, and then the locals trained institutional staff. Over nearly 2 years, one institution progressively implemented changes in three wards and the other institution in one ward. The changes attempted to make the institution more family-like (e.g., smaller groups and fewer and more consistent caregivers) and caregivers behave more parent-like (e.g., more warm, sensitive, responsive interactions and relationships) without changing nutrition or medical care. Of the 45 children given some exposure to the emerging new wards, 11 experienced the fully revised wards for at least 4 months during their first 2 years of life. They displayed substantial increases in their physical growth, especially those entering in their first year of life, in contrast to the unchanging developmental patterns of 165 children who were reared in the two institutions before the ward changes were made. Physical growth is a commonly used standard of developmental well-being in institutions. Research shows it is sensitive to infants' psychosocial environment, and improvements in physical growth are related to children's cognitive and social-emotional development. Although this pilot community case study had only a few infants fully exposed to the complete ward changes and lacked characteristics of a research experiment, these results are consistent with children's developmental improvements reported in larger scientific studies of similar interventions. This project is an example of how some research-based practices are likely to be implemented in communities in the future. Specifically, it shows that local communities can successfully improve the rearing conditions within institutions, which improve the children's development, and may contribute to the success of their subsequent foster placement and adoption

751401 – Supplemental material for Early Childhood General and Special Educators: An Examination of Similarities and Differences in Beliefs, Knowledge, and Practice

<p>Supplemental material, 751401 for Early Childhood General and Special Educators: An Examination of Similarities and Differences in Beliefs, Knowledge, and Practice by Caitlin F. Spear, Shayne B. Piasta, Gloria Yeomans-Maldonado, Jennifer R. Ottley , Laura M. Justice, and Ann A. O’Connell in Journal of Teacher Education</p