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Book Summary: Empowering students to be active thinkers and learnersPrimary students enter the classroom as capable thinkers with unique experiences, skills, and ideas about the world. Using this new collection of articles, educators can build on that preexisting knowledge to take teaching and learning to the next level. This valuable resource will help you- Create environments that boost learning and build social relationships among students- Engage young learners in interpreting complex literature and thinking deeply and meaningfully about math and science- Support culturally and linguistically diverse children- Foster strong ties with familiesUsing the ideas presented here as a foundation, educators can make the most of their time with students by using each interaction as a powerful opportunity to instill confidence, competence, and a love of learning.

Book Summary: Edited and compiled just for teachers, this resource explains developmentally appropriate practice (DAP) so teachers can apply DAP in their work with children in first, second, and third grades.

The Cycle of Inquiry (COI) is a tool for emergent curriculum planning and for professional development of early childhood teachers and teacher education students. The COI includes a sequence of five organizational forms connecting analysis of documentation data with intentional planning for long-term emergent inquiry inspired by the Reggio Emilia Approach. The authors discuss and analyze the COI System through examination and analysis of the work of a student in a university early childhood teacher preparation program. Through this case study, the authors explore (1) whether a preservice teacher can learn to use the COI form-driven process to plan and facilitate emergent curriculum and (2) whether a mentor can scaffold and assess the development of an inservice or preservice teacher using the teacher’s COI documentation. The authors also describe ongoing research into use of the COI System and outline potential directions for future research.

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Using emergent inquiry curriculum to explore physical science and measurement.

This article examines the relationships among adolescent environmental behaviors and self-efficacy, knowledge, and attitudes. It was hypothesized that adolescents who demonstrate more proenvironmental attitudes are more likely to demonstrate proenvironmental behaviors. It was further hypothesized that perceived self-efficacy would have a moderating effect on the environmental attitude-behavior relationship in that the relationship between proenvironmental attitudes and behaviors would be stronger among adolescents with high levels of self-efficacy. Participants were 848 students from three academically achieving high schools on the West coast. Hierarchical regression analyses were used for all subsequent analyses. Results indicated that proenvironmental attitudes significantly predicted proenvironmental behaviors and that environmental knowledge was a significant moderator for the relationship between environmental attitudes and environmental behaviors. This was especially true for males.

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Programwide implementation uses implementation science to provide the supports needed so all practitioners can use DEC recommended practices to improve child outcome. Participants will learn the process of programwide implementation, tools, and strategies they can use and how programwide implementation occurs within classroom and home visiting programs.